The correlation of Discord, collaborative learning, and e-portfolio to students’ learning engagement

Pandu Prasodjo, Inne Dasilva Angel, Leil Badrah Zaki

Abstract


The increasing use of digital technologies in English Language Teaching (ELT) has created new opportunities to support students’ learning engagement beyond conventional classroom environments. Digital platforms and student-centered practices such as Discord, collaborative learning, and e-portfolios provide opportunities for students to interact, participate in learning activities, exchange feedback, and reflect on their learning progress. This study examined the relationships between students’ learning engagement and three aspects of a Discord-based e-portfolio environment—Discord within Technology-Enhanced Language Learning (TELL), collaborative learning, and e-portfolio use—among 42 English Language Education students at a private university in Batam, Indonesia. A quantitative correlational design was employed, with data collected through a five-point Likert questionnaire, validated through a 50-respondent pilot study (item-total r = .575–.870; α = .939–.960), and analyzed using normality testing, an F-test, and Pearson product-moment correlation. All three relationships were positive, strong, and statistically significant: Discord/TELL (r = .787, p < .001), collaborative learning (r = .710, p < .001), and e-portfolio use (r = .878, p < .001), with e-portfolio use showing the strongest association with learning engagement. These findings provide empirical evidence that Discord, collaborative learning, and e-portfolio practices are each meaningfully related to students’ learning engagement in contemporary ELT contexts.

Keywords


Discord; Collaborative Learning; e-portfolio; students' learning engagement; English Language Teaching

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DOI: https://doi.org/10.31004/jele.v11i5.3256

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