This research aims to investigate the pre-service teacher experience in collaborative writing, especially in collaborative dialogues by using Google Docs in the Academic Writing class. This study used autobiography, and the participant of this research is the researcher who joined Academic and Article Writing’s classroom as a learner. The researcher told her story about her experiences in collaborative writing dialogues. The primary data of the research is based on the diary or narrative of the researcher’s experience, supported by an artifact in the form of Google Docs’s chat box and WhatsApp’s chat when having collaborative writing dialogues. This research used thematic analysis. Following the thematic analysis, the researcher read the data repeatedly, reduce the amount of data, code the data by highlighting the data that is relevant to the topic, the researcher then creates thematics or subject headings or groupings. The findings of this study showed that there were two types of collaborative dialogues experienced by the pre-service teacher during the collaborative writing using Google Docs. In addition, the impacts of having collaborative dialogues The findings of this study gave the participant a new learning experience about collaborative writing dialogues in online situations, which can be done using Google Docs. The findings of this study can guide the teacher in designing pleasurable collaborative writing in EFL activities. English teachers and instructors can investigate and modify the learning design to create the ideal learning activity that fits the learning environment.