This paper studies the factors that contribute to students’ acceptance in improving their technical and academic writing skills by applying digital technology. The study also focuses on identifying the available digital technology that can improve students’ technical and academic writing performance. The study analyzes students’ acceptance of technology in academic writing from various theoretical models that stem from socio-psychological disciplines. Analyzing different well validated theoretical models established in sociology, psychology, and information technology, this study seeks to better understand the factors that may contribute to students’ acceptance to improve their writing skills. The ultimate goal of this study is to develop a theoretical framework to address the gaps in knowledge existing in current literature about different contributing factors and their level of significance on students’ motivation for improving writing skills and adopting digital technology for that purpose. Given the persistent limited writing performance and low motivation of learning academic and technical writing among the students, especially in the computer technology programs, this study is significant. The conceptual framework developed in this study can be the foundation for future empirical research extending the body of knowledge in the area of academic writing while applying digital technology in the higher education institutions.