It is acknowledged that writing strategies are highly important not only for their usefulness in the process of text production but also for their value as a learning technique, as they involve the use of cognitive and metacognitive operations. Various international studies have validated scales to measure their use and have helped characterize expert and non-expert university writers. However, regarding specific strategies in Spanish as a mother tongue, further research is still needed in the context of higher education students. This study aimed to develop a standardized measurement instrument to identify university students' use of academic writing strategies according to disciplinary area. The sample consisted of 290 students from the Humanities and Social Sciences, Health Sciences, and Engineering from a regional university in Chile. A Likert-type scale was applied whose design was based on a thorough review of successful instruments from different parts of the world. The results indicate that the developed instrument is appropriate for higher education contexts and across different disciplinary areas.

The objective of this research is to understand the impact generated by fake news on the political perception and critical thinking of citizens who receive information through social networks during the Social Outbreak in Chile, and to assess the value of new independent fact checking media created during the same period. The methodology employs a mixed approach with an exploratory scope, involving the creation of an assessment tool used to evaluate 95 subjects from the Biobío Region, Chile who assessed and categorized a news item as true or false. The primary findings reveal that participants perceive sharing fake news as a perilous action, and they hold the belief that fake news has the potential to alter political and social ideologies. In conclusion, assessing subjects' strategies for identifying fake news allows for the development of evaluation tools that promote data verification and enhance media literacy. This becomes crucial as the criteria for verification among active social network users are often low, indicating a level of credibility in published content without thorough scrutiny of data sources or acknowledgment of the risks associated with disseminating potentially false information.

Este estudio tiene por objetivo explorar, mediante el uso de protocolos de pensamiento en voz alta (PPVA), la comprensión que tienen los alumnos sobre las estrategias de retroalimentación con que son corregidos. La metodología es cualitativa con alcance exploratorio y se conforma mediante una muestra de 20 sujetos de primer año de periodismo de una universidad chilena. Se aplican dos instrumentos: 1) la producción de un texto informativo y 2) un protocolo de pensamiento en voz alta en la reescritura de ese texto. Los resultados muestran que los estudiantes al revisar y reescribir sus textos acogen las sugerencias del docente y en ocasiones son capaces de evaluar su texto. Se observa que existe un nivel de relación entre la comprensión de la retroalimentación y las mejoras que podría realizar el estudiante. Se concluye que el uso de técnicas cognitivas permite conocer los procesos metacognitivos que realizan los estudiantes cuando revisan y reescriben un texto de su autoría.

Background. Writing is a complex skill, even more so, if the student does not handle the generic structure of the institutionalized practices imposed on Higher Education. Purpose. The purpose of this study is to determine the effectiveness of direct and metalinguistic focused written corrective feedback (WCF) on information structuring connectors. Methods. This quantitative study compares focused WCF effectiveness in 39 subjects who are divided into three groups: the first one is the control group, which did not receive feedback, the second is the experimental group 1 that was corrected through direct WCF and the third one corresponds to experimental group 2 that received feedback through metalinguistic cues. Results. The findings indicate that WCF is effective for the experimental groups. There is a significant decrease in the number of errors of information-structuring connectors in experimental group 2, while experimental group 1 shows a reduction, but without statistical significance. As for the control group, it did not present improvements. In addition, the development of writing tasks corrected through metalinguistic WCF strategies led to textual cohesion improvement with the accurate use of connective devices. Conclusions. It is important to reflect on the use of focused feedback as part of the writing process, firstly, because writing cannot be taught without reviewing a student's writing, and secondly, considering that focused feedback supports the noticing of errors and decreases teacher correction time.

Los procesos de retroalimentación en escritura han sido profundamente estudiados desde una perspectiva didáctica y correctiva, no obstante, se han centrado escasamente como un recurso de autorregulación del propio escritor. El propósito de este artículo es comprender posibles estrategias y mecanismos, asociados a los procesos de autorrevisión en la escritura y reescritura de un ensayo argumentativo. Se usó un método mixto, la dimensión cuantitativa se realizó a través de la revisión de los escritos de los participantes, mediante una rúbrica analítica; mientras que la dimensión cualitativa-descriptiva se operacionalizó mediante la aplicación de protocolos de pensamiento en voz alta a 16 estudiantes de pedagogía en Lenguaje y Comunicación de dos universidades regionales chilenas. Los resultados muestran que la calidad de los textos varía por dimensión, considerando, además, que existe un incremento significativo en la comparación de ambos borradores. Sin embargo, dado que los participantes muestran un manejo incipiente de estrategias de autorregulación y tienden a depender de la validación externa al revisar sus textos, se vuelve necesario incorporar instancias sistemáticas de reflexión metacognitiva en clases de escritura que promuevan la autonomía del estudiantado.