Title:

Digital Competence in Learning Written Academic Argumentation [Descargar]

Autores/as:

Arroyo, Rosario and Fernández-Lancho, Eric and Martínez, Estefanía

Términos Índice:

Writing;Tools;Task analysis;Training;Process control;Correlation;Planning;Writing self-efficacy;rhetorical moves;argumentative essay;metacognitive writing;digital competence;university

Resumen:

This study aims to evaluate the learning of writing competencies in a digital environment, also called “Escritura Argumentativa” (EA) (Argumentative Writing). For this purpose, a quasi-experimental design is deployed with an experimental group and a control group of 50 undergraduate students each. In this design, two repeated measurements, pre-test and post-test, are applied to three dependent variables: a) metacognition in writing, b) self-efficacy in argumentative writing, and c) structure of the argumentative text. Thus, it consists of a mixed design as validated questionnaires are selected for variables a and b, whereas variable c is described through the application of content analysis. The results indicate that the competencies developed in the use of digital resources, applications and tools, once integrated in the EA environment, significantly improve the writing competencies, which are taught when students use their native language (Spanish).

DOI:

10.1109/RITA.2021.3052678

Cómo citar:

Arroyo, Rosario and Fernández-Lancho, Eric and Martínez, Estefanía, "Digital Competence in Learning Written Academic Argumentation" in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, pp. 115-121, Feb. 2021. doi: 10.1109/RITA.2021.3052678