Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

Aim/Purpose: Quality in higher education assumes the challenge of developing all citizens 21st century cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including use information technologies, for dissemination sustainable scientific knowledge different languages. Hence this paper evaluates a didactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides construction argumentative texts shared didactic space native language (L1) first foreign (L2). Background: Although technologies (ICTs) educational contexts stands out as an index quality, some studies indicate these by themselves, do not produce changes learning. The possibility ICTs can contribute to university-quality is providing measures allow verification effects on real improvement learning students and, especially, written purpose dissemination. In order so, research based Metasociocognitive Written Composition (MWC) model explains university writing complex which, metacognitively, cognitive-linguistic experiences interact motivational factors achieve outreach objectives within disciplinary field. This interaction always takes place applying specific textual genre. Methodology: For research, mixed quasi-experimental design was proposed, control experimental group 50 each group. included two repeated (pre-test, post-test) three dependent variables: (i) metacognition writing; (ii) self-efficacy (iii) structuring essay, both L1 L2. Validated instruments were selected correlations between variables described before after application ECM, L2, well their procedures integrated ECM: activities, extension, languages used, Lesson Forums. Contribution: article analyses may be influencing writing, validity reliability. enables establishment technological strategies teaching contrasted. Findings: It stated creates languages, producing similar structuring. enhances association However, are associated essays, either Furthermore, it verified following ways: procedure promote (through tool) L2; extent activities associated, only, L1; participation Forums presents very low measured. Recommendations Practitioners: present study promotes introducing improve its effectiveness nature, sense, proposed: adapt implement genre-based instructions methodology context; incorporate more collaborative text; reduce number forums replace extensive micro activities. Recommendation Researchers: Present open mode allows access international thus, able validate checking diversity groups. Impact Society: results show possible L2 from year university, sharing spaces. potential ICT help manage acquire better skills positive meet needs students, especially demonstrated. short, procedures, resources, applications, tools described, demonstrating effectiveness, development communicative Undoubtedly, contributes quality education, so demanded internationally, creation culture peace cooperation global development. Future Research: Another line being developed future adaptation other genres levels, integration people functional immigrants.