Leveraging Digital Platforms to Enhance ESL Reading and Writing Skills: A Case Study of Google Docs and Grammarly

Abstract

The use of digital technology in English as a Second Language (ESL) classrooms has grown rapidly in recent years. It has changed the way students learn by encouraging them to work together, interact with one another, and take more responsibility for their own learning. Although technology-supported language education has received growing scholarly attention, comparatively limited research has explored learners’ experiences with the combined use of collaborative and AI-assisted digital tools in higher education ESL contexts. This study looks at how two specific tools Google Docs and Grammarly were used in ESL reading and writing classes for first-year engineering students. It focuses on how students felt about these tools, how engaged they were, how they worked with their classmates, and what their overall learning experience was like. The study was also driven by the understanding that engineering students have particular language needs that traditional ESL teaching often does not fully meet. Sixty undergraduate ESL students took part in a three-week classroom programme that involved reading together, writing in groups, giving feedback to peers, and using AI tools to improve their writing. Information was gathered through classroom observations, interviews, personal journals, and an analysis of students' written work. The data were then examined to find common patterns and themes. The results showed that Google Docs helped students work together more actively and stay engaged in class, while Grammarly helped them improve their writing and feel more confident. Students said they enjoyed using these tools because they made learning more flexible and interactive. Howbeit, some difficulties were also noted, including limited access to technology, differences in students' ability to use digital tools, and a tendency to rely too heavily on automated suggestions. The study concludes that digital tools can genuinely improve ESL reading and writing skills, but only when teachers guide students on how to use them thoughtfully and critically.