Digital Competence in Learning Written Academic Argumentation Arroyo González, Rosario Fernández-Lancho, Eric Martínez, Estefanía Writing self-efficacy Rhetorical moves Argumentative essay This work was supported in part by the Autonomous Community of Andalusia to the EDINVEST Research Group (HUM356), in part by the University of Granada (Unit for Quality, Innovation and Prospective, Project 373), and in part by the Ministry of Economy, Industry and Competitiveness under Grant DER2017-89623-R. (Corresponding author: Rosario Arroyo.) 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) metacog nition 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). 2026-01-12T07:42:01Z 2026-01-12T07:42:01Z 2021-02-01 journal article Arroyo, R., Fernández-Lancho, E., & Martínez, E. (2021). Digital Competence in Learning Written Academic Argumentation. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(1), 115-121. https://doi.org/10.1109/RITA.2021.3052678 1932-8540 https://hdl.handle.net/10481/109444 10.1109/RITA.2021.3052678 eng http://creativecommons.org/licenses/by-nc-nd/3.0/ open access Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License IEEE