Abstract
As digital technologies reshape education, integrating collaborative editing with professional development holds transformative potential for English as a Foreign Language (EFL) instruction in Saudi Arabia. To address this shift, this study focuses on enhancing digital literacy, defined as teachers’ ability to integrate technology into teaching effectively, and writing pedagogy in Saudi EFL classrooms, where well-planned training and effective tool use are crucial for aligning with Vision 2030. However, the combined impact of collaborative tools, such as Google Docs, and professional development on in-service EFL teachers remains underexplored in Saudi Arabia’s unique context. To fill this gap, this study examines the effects of Google Docs and Pluralsight on the digital literacy, scaffolding practices, and writing outcomes (accuracy, complexity, and cohesion) of 60 teachers, guided by the Technological Pedagogical Content Knowledge framework (TPACK), which emphasizes the synergy between technology, pedagogy, and content. Using stratified purposive sampling to achieve balanced representation, teachers were divided into three groups: collaborative editing, professional development, or both, to compare the effects. Researcher-developed tools, including the Digital Teaching Literacy Assessment, Collaborative Writing Interaction Protocol, and student writing rubric, assessed outcomes. The combined intervention group achieved 85% digital literacy proficiency and a 35.5% scaffolding rate, which significantly improved student writing; however, initial digital literacy levels of teachers may have influenced the results. Findings extend TPACK and support Vision 2030. Recommendations include prioritizing TPACK in training and integrating tools like Pluralsight. Despite contextual limits, the study is replicable; future research should explore broader samples and alternative platforms.
Keywords: Collaborative Editing, Digital Literacy, In-Service Teacher Training, Pluralsight, Writing Pedagogy