This study investigated the impact of Google Docs on the academic writing improvement of English as a Foreign Language (EFL) learners. Conducted over a 13-week period during the 2022/23 academic year at an Ethiopian university, the research examined how this digital tool affects writing quality and student perceptions. Utilizing a sequential explanatory mixed methods approach, the research employed a quasi-experimental A-B-A-B reversal design with a single intact class of 10 EFL learners from Wollo University, Ethiopia, enrolled in an Advanced Writing course. The A-B-A-B reversal design involved alternating between baseline (A) and intervention (B) phases to observe its effect on writing improvement. Data on writing quality were collected through essay writing tests, and student perceptions were gathered via interviews. Quantitative data from pre- and post-tests were analyzed using paired-samples t-tests and a one-way Multivariate Analysis of Covariance (MANCOVA) to assess changes in overall writing skills and sub-skills. Thematic analysis was used for the qualitative interview data. The findings from the tests revealed statistically significant improvements in students' overall essay scores, indicating a significant enhancement in their writing quality. Notably, significant improvements were observed in task achievement, coherence and cohesion, lexical resources, and grammar range and accuracy. Qualitative insights from interviews supported these results, with students expressing positive perceptions of Google Docs due to enhanced collaboration, real-time feedback, and ease of access. The study concludes that Google Docs could be an effective digital tool for promoting collaboration and improving writing skills in EFL settings. Implications for EFL pedagogy and directions for future research are discussed.