Writing and spelling strategies in digital environments for Higher Education students

Abstract

The purpose of this study was to characterize the use of writing and spelling strategies in digital environments by Higher Education students. A quantitative approach was adopted, with a descriptive, non-experimental and cross-sectional design. The sample was made up of two parallels from the sixth level of the Education career, and the data were collected through a structured questionnaire and the analysis of fragments of academic texts written on institutional digital platforms. The results showed a widespread use of automatic correctors, as well as a limited organization and logical coherence of the text and a superficial revision after writing. Frequent errors in accentuation, punctuation and literal spelling were identified, as well as incorrect substitutions derived from the uncritical use of digital tools. A significant discrepancy was also observed between the students' perception of written competence and their effective performance in textual production. No relevant differences were recorded between parallels, which suggests a formative homogeneity in the context studied. It is concluded that academic writing in digital environments has persistent limitations that must be addressed pedagogically through the strengthening of metacognitive, normative and reflective strategies during the initial training of university teachers. This research is derived from the research project: Strengthening the didactic-pedagogical level of teachers in the educational institutions of the Jipijapa canton in the process of execution since the academic period PI 2025