This study investigates the extent to which sustained engagement in Discord voice and text channels improves the fluency, accuracy and confidence of Indonesian EFL learners. Eight participants aged 18–25 from eight provinces (East Java, Bali, Jakarta, West Sumatra, South Sulawesi, Yogyakarta, Papua and East Nusa Tenggara) were recruited from English-learning Discord servers. Over eight weeks I audio-recorded 72 hours of naturally occurring interaction, collected persistent text-chat logs, and conducted individual stimulated-recall interviews via Discord voice chat. Thematic analysis revealed three gains: (1) longer mean turns and fewer mid-clause pauses, indicating improved fluency; (2) self-initiated lexical and grammatical repairs, reflecting greater accuracy; and (3) a rise in self-reported confidence (pre-/post survey gain of 1.7 on a 5-point scale). Participants attributed these changes to peer feedback loops, exposure to global accents and the platform’s low-stakes environment. The findings provide evidence-based guidance for Indonesian educators seeking cost effective supplements to classroom speaking tasks, especially in regions with limited face-to-face contact with native speakers. Beyond immediate classroom application, the findings signal a scalable pathway for Indonesia’s 45,000 secondary schools where certified native-speaker teachers number fewer than 1 %. By demonstrating measurable gains within eight weeks and zero marginal cost, Discord emerges as a policy-relevant tool for the Ministry of Education’s Merdeka Belajar initiative, which prioritizes learner autonomy and technology integration.

Keywords: Discord, EFL speaking proficiency, Indonesia, qualitative case study, peer interaction.