Innovation in Language Learning

This mixed-methods quasi-experimental study investigates the impact of integrating Discord as an extracurricular collaborative learning platform on Turkish university preparatory EFL learners’ second language (L2) speaking performance, interactional engagement, and affective dispositions. An eight-week intervention was conducted with an experimental cohort (n=18) engaging in semi-structured, task-based synchronous voice and text activities on Discord alongside conventional coursework, while a control group (n=23) received traditional classroom instruction exclusively. Data were triangulated across baseline proficiency assessments, summative speaking examinations, binary attendance logs, pre- and post-intervention open-ended surveys, and semi-structured focal interviews. Independent-samples t-tests confirmed initial baseline equivalence between cohorts (p=.781). Summative post-test evaluations indicated that out-of-class Discord engagement did not yield statistically significant gains in formal speaking achievement compared to conventional instruction (p=.592). However, longitudinal score trajectories revealed a descriptive buffering trend: while both cohorts exhibited score reductions on the terminal exam due to heightened rater stringency, task complexity, and end-of-term testing fatigue, the magnitude of decline was numerically smaller in the experimental cohort (1.33 points) relative to the control group (4.13 points). Qualitative thematic analysis revealed that Discord served as a psychologically safe affective buffer, reportedly attenuating foreign language speaking anxiety and promoting spontaneous conversational fluency, auditory processing, and incidental lexical retrieval. Metacognitive awareness was reinforced through asynchronous audio recordings and self-monitoring. Operational challenges, including network instability, notification fatigue, and recreational conversational drift, were actively mitigated through autonomous learner coping strategies and server partitioning. The divergence between formal exam metrics and positive learner perceptions underscores a construct disconnect between informal communicative competence and high-stakes analytic grading. These findings show that, when paired with intentional task scaffolding and technical onboarding, Discord can serve as a viable affective and collaborative complement to formal EFL speaking instruction.

 

Acknowledgements

This paper is derived from the master’s thesis of Tuğçe Yıldırım, the primary researcher, supervised by the first author, Turgay Han, at Ordu University, Türkiye.

 

Keywords: Discord; English speaking skills; collaborative learning; EFL; social media platforms; second language learning

 

 

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