EFL learner’ Perceived Benefits of Online Community for Enhancing Communication Skills

This study examines the perceived benefits of Discord as an online community platform for enhancing the communication skills of EFL learners, as well as identifying which specific features of the platform contribute most significantly to those improvements. EFL learners frequently face limited exposure to authentic English-speaking environments, and digital platforms such as Discord represent a promising avenue for autonomous and informal language learning. This research employed a qualitative case study design. Data were collected through written interviews (asynchronous text-based interviews) using open-ended questions and analyzed using the thematic analysis framework proposed by Braun and Clarke (2006). Participants were selected through purposive sampling based on the following criteria: (1) active students of the English Language Education Department (PBI) 2023 batch at UIN Ar-Raniry Banda Aceh; (2) active Discord users who log in at least once or twice per week; and (3) users who consciously utilize Discord for the purpose of practicing or learning English. From an initial pool of 15 respondents, 11 participants met the data saturation and quality criteria and were included in the final analysis. The findings reveal two overarching themes. First, participants perceive Discord as a psychologically safe virtual community that effectively reduces language anxiety, fosters confidence, and increases their willingness to communicate by replicating a low-pressure, peer-driven environment. Second, the platform's multimodal features particularly text channels, voice channels, and screen-sharing each serve a distinct and complementary role in developing different dimensions of communication competence, including informal vocabulary acquisition, speaking fluency, and active listening skills. In conclusion, Discord functions as an effective supplementary tool for EFL communication skill development by providing authentic, informal, and socially supportive language practice that formal classroom settings often cannot replicate. These findings suggest that educators should consider integrating Discord as a low-stakes "third place" for English practice to complement traditional instruction.