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Quantitative results showed statistically significant gains in overall essay scores and in task achievement, coherence and cohesion, lexical resources, and grammar range and accuracy, supported by positive learner perceptions.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (3), 102622 (2025)  \n[https://doi.org/10.29140/ajal.v8n3.102622](https://doi.org/10.29140/ajal.v8n3.102622)  \nThe effect of using google docs on Ethiopian EFL students’collaborative writing improvement  \nGIRMA DEMISSIEa  DAWIT AMOGNEb  ANEGAGREGN GASHAWc   \na Department of English Language and Literature, College of Social Sciences and Humanities, Wollo University, Dessie, Ethiopia  \nb Department of English Language and Literature, College of Language Studies, Addis Ababa University, Addis Ababa, Ethiopia  \nc Department of English Language and Literature, College of Social Sciences and Humanities, Debre Tabor University, Debre Tabor, Ethiopia  \nAbstract  \nThis study investigated the impact of Google Docs on the academic writing improvement of English as a Foreign Language (EFL) learners. Conducted over a 13-week period during the 2022/23 academic year at an Ethiopian university, the research examined how this digital tool affects writing quality and student perceptions. Utilizing a sequential explanatory mixed methods approach, the research employed a quasi-experimental A-B-A-B reversal design with a single intact class of 10 EFL learners from Wollo University, Ethiopia, enrolled in an Advanced Writing course. The A-B-A-B reversal design involved alternating between baseline (A) and intervention (B) phases to observe its effect on writing improvement. Data on writing quality were collected through essay writing tests, and student perceptions were gathered via interviews. Quantitative data from pre- and post-tests were analyzed using paired-samples t-tests and a one-way Multivariate Analysis of Covariance (MANCOVA) to assess changes in overall writing skills and sub-skills. Thematic analysis was used for the qualitative interview data. The findings from the tests revealed statistically significant improvements in students’ overall essay scores, indicating a significant enhancement in their writing quality. Notably, significant improvements were observed in task achievement, coherence and cohesion, lexical resources, and grammar range and accuracy. Qualitative insights from interviews  \nsupported these results, with students expressing positive perceptions of Google Docs due to enhanced collaboration, real-time feedback, and ease of access. The study concludes that Google Docs could be an effective digital tool for promoting collaboration and improving writing skills in EFL settings. Implications for EFL pedagogy and directions for future research are discussed.  \nKeywords: collaborative writing, Computer-Assisted Language Learning, online collaboration through Google Docs  \nBackground of the Study  \nEnglish is fundamental in Ethiopia’s education system, serving as a critical factor for academic and professional success. It is taught from the first grade and functions as the medium of instruction, especially in secondary and tertiary education (Eshetie, 2013) . English even holds the status of an additional official language in Ethiopia (Dawit, 2013) . However, students’ proficiency in English writing remains a significant challenge (Alamirew, 2005) .  \nWriting is a complex cognitive process involving planning, drafting, revising, and editing, requiring high language proficiency and critical thinking (Bailey, 2019; Dobao, 2012; Graham, 2018; Hyland, 2019) . These demands often pose difficulties for learners navigating academic expectations. Traditional product-oriented writing instruction in Ethiopian EFL classes emphasizes grammatical accuracy and final output over the writing process, resulting in students struggling to develop coherent ideas (Alemu & Mohammed, 2022) . Difficulties in acquiring writing skills often stem from limited exposure to authentic English texts, inadequate feedback, and few opportunities for collaborative learning","cbCaikB0B9qZJny0","https://ap.wps.com/l/cbCaikB0B9qZJny0","pdf",680241,21,"English","# Abstract\n# Background of the Study\n## English education and writing challenges in Ethiopia\n## Writing as a complex cognitive process\n## Collaborative writing in EFL\n## Technology-based collaborative writing and Google Docs\n## Computer-mediated collaboration and study rationale","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study examines how using Google Docs affects Ethiopian EFL learners’ collaborative writing improvement.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used a sequential explanatory mixed methods approach with a quasi-experimental A-B-A-B reversal design over 13 weeks, combining writing tests and interviews.\"},{\"question\":\"What improvements did students show after using Google Docs?\",\"answer\":\"Students showed statistically significant improvements in overall essay scores and in specific writing sub-skills such as task achievement, coherence and cohesion, lexical resources, and grammar range and accuracy.\"}]","The effect of using google docs on Ethiopian EFL students’collaborative writing improvement | PDF",1792078903,53]