The Effect of Collaborative Writing with Google Docs on Students' Writing Ability: The Case of Wollo University Undergraduate Students

Tegegne Mekuria
Department of English Language and Literature Mekelle University, Mekelle, Ethiopia

Abiy Yigzaw
Department of Foreign Language

Mesfin Eyob
Department of English Language and Literature, Mekelle University, Dessie, Ethiopia

Abstract

Writing in English remains a major challenge for students in Ethiopia's higher education system, where conventional learning often relies on isolated, individualised tasks, which offer limited opportunities for real-time engagement. Students often struggle with the technical and conceptual requirements of academic composition, in particular with regard to organisation, coherence and grammatical correctness. The study scrutinised the effect of Google Docs on cooperative writing on the ability of writing of second year management students at Wollo University. Using a method of quasi experimental varied design, the study compared 33 students in an experimental group using cloud collaborative writing with 26 students in a control group using conventional individual methods. The primary research tools composed of pretest post-test and paragraph-writing tasks assessed in specific domains, such as content, organisation, consistency, language use and mechanics, survey questionnaire and interview.  The outcomes indicated that the group of experimental presented a meaningfully greater mean improvement (M=19.44) than the conventional one (M=8.54); statistical analysis confirmed a substantial variation between the groups p<.001 and the effect size was large  d=1.26. The results were supported by supplemental data from surveys, which indicated high levels of perceived usefulness (M=4.38) and ease of use (M=4.41) regarding the technology. Participants reported substantial agreement that the intervention improved their academic writing (88%), Digital Collaborative Interaction (84%), and teamwork (86%). While thematic analysis indicated that the collaborative intervention led to substantial improvements in writing quality and peer engagement, with students reporting that the real-time visibility of contribution was a key driver for success. In conclusion, Google Docs-based collaborative writing enabled students to engage in a pedagogical shift from a final product to a collaborative process. Higher education institutions are encouraged to integrate cloud-based tools into their writing courses and to provide better internet access and digital education to support students.

Keywords: : Collaborative writing, Google Docs, writing skills, technology-based learning, higher education