<![CDATA[Critical listening requires learners not only to comprehend spoken information but also to interpret and evaluate its meaning. Digital learning environments may support these processes by providing opportunities for repeated access to spoken input, interaction, and collaborative discussion. This study explored how Discord was implemented in a Critical Listening course and how students perceived and experienced its use in supporting their critical listening learning. The study employed a qualitative descriptive design involving 20 students from the International Class Program at Maulana Malik Ibrahim State Islamic University of Malang. Data were collected through classroom observation checklists, field notes, and focus group discussions and were analysed using comprehension, interpretation, and evaluation from the Integrative Listening Model (ILM) as supporting analytical categories. The findings indicate that Discord supported different instructional activities across the three listening processes. During comprehension, organised channels and persistent access to audiovisual materials enabled students to revisit spoken input. During interpretation, voice and group communication facilitated collaborative discussion, inference, and meaning negotiation. During evaluation, group discussion, screen sharing, and feedback provided opportunities for students to articulate and reconsider their evaluations of spoken content. Students generally perceived Discord positively, although unstable internet connections and unfamiliarity with the platform occasionally affected participation. These findings suggest that Discord can provide a supportive digital environment for critical listening when its affordances are purposefully aligned with instructional activities. The findings reflect students' experiences and classroom observations rather than measurable improvement in critical listening proficiency.]]>
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