The purpose of this research and development is to explain what digital supports students use on their knowledge and punctuation skills in academic writing of EFL students and describe to what extent students use digital support on their knowledge and punctuation skills in academic writing. This research uses a survey study method, and for addition a google form would be sent to groups of EFL students in order to get the data on their use of digital support in academic writing. In addition, interview was done to enrich the data. Finally, the data show that a significant number of people have received formal training or instruction in using digital supports to improve their knowledge and punctuation skills in academic writing. However, an equal number of people have not had the opportunity for formal training, highlighting the potential for self-directed learning and exploration as alternative avenues for improving punctuation skills with these digital tools. The study found that digital platforms and tools are most useful for improving knowledge and punctuation skills, with grammar checking, vocabulary enhancement, spelling checking, style suggestions, punctuation checking, and plagiarism checking being the most beneficial features. However, human proofreading and critical analysis are required for context-specific accuracy and coherence.