000162557 001__ 162557
000162557 005__ 20251017144604.0
000162557 0247_ $$2doi$$a10.28945/4705
000162557 0248_ $$2sideral$$a145140
000162557 037__ $$aART-2021-145140
000162557 041__ $$aeng
000162557 100__ $$aArroyo Gonzalez, Rosario
000162557 245__ $$aTechnologies for learning writing in L1 and L2 for the 21st century: Effects on writing metacognition, self-efficacy, and argumentative structuring
000162557 260__ $$c2021
000162557 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162557 5203_ $$aQuality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of information and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a didactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides the construction of argumentative texts in a shared didactic space in the native language (L1) and in the first foreign language (L2).
Background
Although the use of information and communication technologies (ICTs) in educational contexts stands out as an index of quality, some studies indicate that these technologies, by themselves, do not produce changes in learning. The possibility that ICTs can contribute to a university-quality education is by providing measures that allow verification of the effects on the real improvement of the learning of communication competences of students and, especially, in the learning of written communication for the purpose of scientific dissemination. In order to do so, this research is based on the Metasociocognitive Written Composition (MWC) model that explains university writing as a complex process in which, metacognitively, cognitive-linguistic competences and socio-cultural experiences interact with motivational factors to achieve outreach objectives within a disciplinary field. This interaction always takes place by applying a specific textual genre.
000162557 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttps://creativecommons.org/licenses/by-nc/4.0/deed.es
000162557 592__ $$a0.628$$b2021
000162557 593__ $$aEducation$$c2021$$dQ2
000162557 593__ $$aComputer Science (miscellaneous)$$c2021$$dQ2
000162557 594__ $$a3.5$$b2021
000162557 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000162557 700__ $$aFernandez Lancho, Eric
000162557 700__ $$0(orcid)0000-0001-7670-5662$$ade la Hoz Ruiz, Javier
000162557 773__ $$g20 (2021), 87 - 116$$tJournal of Information Technology Education:Research$$x1547-9714
000162557 8564_ $$s1535229$$uhttps://zaguan.unizar.es/record/162557/files/texto_completo.pdf$$yVersión publicada
000162557 8564_ $$s2073367$$uhttps://zaguan.unizar.es/record/162557/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000162557 909CO $$ooai:zaguan.unizar.es:162557$$particulos$$pdriver
000162557 951__ $$a2025-10-17-14:14:49
000162557 980__ $$aARTICLE