From Classroom to Discord: A Hybrid Model for Teaching Critical Listening in EFL Contexts
DOI:
https://doi.org/10.24256/ideas.v13i1.6819Keywords:
Discord, critical listening course, and listening skills.Abstract
Listening skills are a fundamental component of language proficiency, particularly in higher education where critical listening plays a central role. However, these skills are often underemphasized in traditional teaching contexts, prompting educators to adopt innovative digital platforms. This study explores the implementation of Discord in a hybrid critical listening course conducted throughout a semester within the International Class Program at Maulana Malik Ibrahim State Islamic University of Malang. Grounded in the Integrative Listening Model, the research employed a descriptive qualitative design, utilizing classroom observation checklists, field notes, and Focus Group Discussions (FGDs) with 40 students. The findings indicate that at the comprehension level, the structured and timely distribution of materials through Discord channels enhanced student readiness and engagement. At the interpretation level, features such as video conferencing, breakout rooms, and audiovisual resources facilitated deeper understanding, allowing students to make inferences more effectively. At the evaluation level, real-time interaction and feedback during discussions supported critical analysis of content. Notably, student performance showed observable improvements in critical listening tasks, as reflected in increased participation rates and higher quality of responses in listening assessments. Despite occasional technical issues like unstable internet connections. The hybrid model which integrated synchronous and asynchronous learning, proved adaptable and effective. The study concludes that Discord, when aligned with a well-structured instructional design and supported by the Integrative Listening Model, can significantly promote critical listening competence in higher education. Future research may examine comparative effectiveness across different digital platforms and explore long-term impacts on listening proficiency development.
References
Abedin, M. J. Z., Majid, F. A., & Hassan, S. S. S. (2010). A survey of lecturers’ views on listening comprehension problems among ESL learners. Language in India, 10(4), 161–185.
Anwar, K., Septiani, R. A., & Puspita, R. (2022). Utilization of Discord Application in Speaking Class: An Effective or Not? PROJECT (Professional Journal of English Education), 5(3), 554–560. https://doi.org/10.22460/project.v5i3.p554-560
Ardiyansah, E., Hidayat, D. N., & Fauzan, U. (2021). Discord as an Online Learning Media: Student Engagement and Perception. Journal of English Language Teaching and Literature, 6(2), 131–144.
Arifianto, H. (2021). Redesigning Learning Environment Using Discord Platform. Jurnal Basicedu, 5(5), 3811–3822.
Baber, H. (2021). Social interaction and effectiveness of the online learning–A moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies, 11(1), 159–171.
Barnad, D. (2021). The Effectiveness of Discord as Learning Media on Students’ Learning Outcomes. Journal of Education and Learning, 15(3), 362–369.
Bourdeaud’hui, H., Goeminne, S., & Verniers, C. (2021). Developing critical listening in students. Educational Research and Reviews, 16(9), 378–386.
Brent, R., & Anderson, P. (1993). Writing as a thinking process. Prentice Hall. Castillo-Cuesta, L., & Quinonez-Beltran, G. A. (2022). The Use of Discord to Foster
Speaking Skills in EFL Learners. Journal of Language Teaching and Research, 13(1), 59–65.
Craig, A. (2023). Online Learning Platforms and Connectivity Issues: A Qualitative Exploration. Educational Technology & Society, 26(1), 122–134.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). SAGE Publications.
Duc, N. M. (2020). Online learning and teaching with technology in higher education during COVID-19. Journal of Science and Education, 15(5), 1–5.
Ferrari-Bridgers, F., Williford, A., & Blanchette, S. (2017). Developing critical listening in university classrooms. Journal of Effective Teaching, 17(1), 56–70.
Ghaderpanahi, L. (2012). Using Authentic Materials in the Foreign Language Classrooms: Teachers' Perspectives in EFL Context. International Journal of Research Studies in Language Learning, 1(2), 71–84.
Gorbatuc, M., & Dudka, V. (2019). Innovative Learning Tools for Blended Learning: Discord as Communication Medium. Journal of Modern Education & Research, 3(1), 45–51.
Heinrich, J. (2022b). Encouraging student interaction in online courses using Discord. Online Learning Journal, 26(2), 201–215.
Hovakimyan, H. (2022). The Power of TED Talks: Enhancing Listening and Critical Thinking Skills. International Journal of Language and Literature, 10(2), 99–109.
Knapp, N. (2018). Critical listening in higher education: Theory and practice. Journal of Teaching and Learning, 12(3), 101–117.
Lechermeier, J., Fassnacht, M., & Wagner, T. (2020). Testing the influence of real- time performance feedback on employees in digital services. Journal of Service Management, 31(3), 345–371. https://doi.org/10.1108/josm-10-2018-0341
Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100.
Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500.
Mandasari, B., & Wulandari, D. (2019). Enhancing Critical Thinking Through Project- Based Learning. Journal of ELT Research, 4(1), 50–56.
Manurung, A. S. (2020). The Effectiveness of Using Short Movie to Improve Students’ Listening Skill. Journal of Languages and Language Teaching, 8(3), 280–289.
Mashud, M., Fitriani, S. S., & Yusuf, Y. Q. (2021). Students’ Perception on the Use of Discord Application in Online English Learning. Research in English and Education (READ), 6(1), 32–45.
Mihret, N. G., & Joshi, N. D. J. (2024b). A Study on the Relationship Between Students’ Listening Skills and Academic Achievements: A Systematic Literature Review. EPRA International Journal of Multidisciplinary Research (IJMR), 568–575. https://doi.org/10.36713/epra17049
Nowrouzi, S., Tam, S. S., Nimehchisalem, V., & Zareian, G. (2015). Iranian EFL students’ listening comprehension problems. Theory and Practice in Language Studies, 5(2), 263–269.
Odinokaya, M., Okulov, A., & Ivanova, O. (2021). Discord as an Educational Platform. International Journal of Emerging Technologies in Learning (iJET), 16(9), 134–149.
Porter, W. W., & Bozkaya, M. (2020). A literature review of formative feedback in higher education. Educational Research Review, 29, 100284.
Prott, R., & Ebner, M. (2020). E-Learning Trends and Hypes in Academic Teaching. International Journal of Learning Technologies, 15(2), 145–164.
Raglianti, D. (2022). Digital Tools and English Listening Skills in Higher Education. Journal of Applied Linguistics and Language Research, 9(1), 121–134
Sartika, A. D., Lestari, S. N., & Ramadhani, M. (2022). Students’ Perceptions of Discord in Speaking Class: A Case Study. Pedagogy: Journal of English Language Teaching, 10(1), 45–55.
Squire, K. (2021). Reimagining Digital Learning with Discord. Educational Technology Research and Development, 69(4), 1783–1799.
Thompson, B., Leintz, P., Nevers, J., & Witkowski, S. (2004). Integrative Listening Model (ILM): A Framework for Critical Listening Instruction. Kendall Hunt Publishing.
Vonog, V. V., Guseva, N. G., & Koltsova, O. V. (2021). Comparative Analysis of Online Learning Tools: Zoom, Google Meet, and Discord. Journal of Modern Education & Research, 5(3), 61–75.
Wahyuningsih, N., & Baidi, N. (2021). Exploring Discord in Online Classroom Interaction. Jurnal Pendidikan Bahasa Inggris Proficiency, 3(1), 13–21.
Wulanjani, A. N. (2018). Improving Students’ Listening Skills through Discord-Based Learning. Proceedings of the 2nd National Conference on English Language Teaching, 57–65.
Zannah, N. I., Ningsih, R. S., & Sarjana, S. (2022). The Role of Discord in Enhancing Students’ Motivation in English Class. Eduvelop: Journal of English Education and Development, 5(1), 46–55.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 kenny shania lestari, Iqbal Ramadhan, M.Pd; Harir Mubarok, M.Pd
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
