Evaluating the usability of Google Docs as a sustainable English learning tool

This study aims to evaluate the effectiveness of Google Docs as a tool for sustainable learning in English education. Data from previous writing activities were analyzed using a set of evaluation criteria specifically developed for this purpose. Based on pre- and post-survey responses from two groups―one group with prior experience using Google Docs and another without―the study examines learners’ proficiency, continuity, autonomy, and adaptability in tool use. The findings indicate that repeated opportunities to use the tool had a positive effect on tool-use proficiency and continuity, and also contributed meaningfully to the development of autonomy and adaptability. However, the group with prior experience using Google Docs reported higher levels of positive responses across all criteria compared to the inexperienced group, suggesting that initial proficiency with the tool may influence the development of other learning competencies. The study proposes evaluation criteria for learning tools with the goal of supporting teachers in selecting appropriate digital tools for sustainable learning-not limited to Google Docs alone. Ultimately, the research aims to contribute to the development of sustainable learning capabilities among English learners and the cultivation of global citizenship, thereby reflecting an expanded vision for English education in Korea.