ELECTRONIC FEEDBACK IN DIGITAL WRITING ENVIRONMENTS: A STUDY OF GOOGLE DOCS IN ACADEMIC WRITING INSTRUCTION

The development of digital technology in higher education has significantly transformed academic writing practices. Google Docs has emerged as a widely used platform for collaborative writing, enabling real-time editing, commenting, and document sharing. This study aims to explore how Google Docs facilitates academic writing. A qualitative descriptive research design was employed, using three instruments: a writing test to assess students’ performance, document analysis of collaborative writing activities, and semi-structured interviews to examine students’ experiences. The data were analyzed through thematic analysis to identify patterns in collaboration and electronic feedback. The findings reveal that Google Docs enhances collaboration, promotes peer feedback, and supports the writing and revision process. However, limitations such as dependence on internet connectivity and limited formatting features for academic publishing were identified. Overall, the integration of Google Docs is considered an effective strategy for promoting collaborative learning and improving academic writing practices at the tertiary level.