Technology-Enhanced Language Learning and Engagement: Discord, Collaborative Learning, and E-Portfolio among Indonesian ELE Students
Abstract
Digital learning environments have expanded how English Language Teaching students communicate, collaborate, and document their learning beyond the classroom, yet the rationale for why such practices matter for engagement is often left implicit. 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, collaborative learning, and e-portfolio use—among 42 English Language Education students in Batam, Indonesia. A quantitative correlational design was used, with data collected through a five-point Likert questionnaire previously validated in a pilot study. All three relationships were positive, strong, and statistically significant: Discord/TELL (r = .787), collaborative learning (r = .710), and e-portfolio use (r = .878), all p < .001, with e-portfolio use showing the strongest association. These findings indicate that Discord, collaborative learning, and e-portfolio practices are each meaningfully associated with—though not shown to causally determine—students’ learning engagement in ELT.
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DOI: https://doi.org/10.31004/jele.v11i5.3256
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