This paper presents the English as A Second Language (ESL) learners’ motivation for using Google Docs to write collaboratively. The study includes learners’ motivations for using Google Docs in writing regarding interaction with classmates and a lecturer. It employed a descriptive research design in collecting the data for the current study.  Eighty (80) diploma students were included in the study to identify their experiences of using the platform in two critical variables – collaboration and motivation. Findings show that Google Docs is beneficial to creating a supportive and motivating learning environment for them, along with collaboration and interaction with their peers and the lecturer. This study has demonstrated that integrating Google Docs in writing can encourage learners’ motivation and, therefore, is significant to the social and psychological well-being to promote a practical approach to writing collaboratively among L2 learners. This is due to growing up in the digital age that requires learners to be prepared to use various digital tools, including Google Docs. Last but not least, the study suggests that different methodologies can be employed to investigate further learners’ motivation as they collaborate with their peers and teacher in writing using Google Docs.

In recent decades, various digital technology tools such as Google Docs, wikis, and other collaborative writing platforms have shifted the writing perspectives from product-based to process-based writing. Motivation is a crucial component in developing learners' writing skills. It is not feasible to study if one lacks motivation. Therefore, the function of motivation in student learning is crucial to ensure effective writing among students. This paper presents a review of the current trends in the integration of Google Docs in collaborative writing. The review includes critical and analytical discussions on the motivational impact of using Google Docs to support collaborative writing. This study employed content analysis as a data analysis method. The findings show that Google Docs is beneficial to creating a supportive and motivating learning environment for learners. This paper suggests that more studies should be conducted to comprehensively explore the integration of Google Docs in collaborative writing in terms of learning outcomes and attitudes, particularly in the Malaysian higher education setting. Furthermore, examining studies on teachers' attitudes toward collaborative writing and Google Docs integration is highly advised.