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, pretest 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).
