<![CDATA[Academic writing remains a challenge for many university students because they struggle to master argumentative structures, use academic language, and integrate sources effectively. This study aims to analyze the effectiveness of implementing simple digital technologies specifically Google Docs and Padlet as tools for online collaboration and editing to enhance students' academic writing skills. A mixed-methods approach was employed, involving 62 students. Quantitative data were obtained through pre- and post-tests using a standardized academic writing rubric. Qualitative data were gathered through observations of learning activities and semi-structured interviews to explore students' experiences during the intervention. Quantitative data were analyzed using comparative statistical tests to assess changes in writing ability before and after the intervention. In contrast, qualitative data were analyzed using thematic analysis to identify patterns in student responses to the digital technology. The results show a significant improvement in academic writing skills, with an average score increase of 27.8%, along with positive changes in learning motivation and students' understanding of the academic writing process. These findings suggest that simple digital technologies can effectively strengthen writing skills while supporting collaborative learning and the development of academic literacy. The study's implications underscore the need to integrate accessible technology into higher education writing instruction strategies.]]>
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