Prácticas digitales optimizadoras en textos escritos por estudiantes universitarios de español como lengua extranjera

This study aims to examine the impact of digital tools on academic writing in Spanish as a foreign language taking into account the increasing integration of automatic translators, spell checkers, and online dictionaries into the writing process of university students. While these technologies offer advantages in text proofreading and revision, questions remain regarding whether they genuinely contribute to the autonomous development of linguistic skills or rather create a dependency that undermines effective language learning. The research employs a quasi-experimental approach, comparing the written production of two groups: the first uses digital tools, and the second completes the same tasks without technological assistance. Data was collected through surveys, textual analysis, and observation of students' interactions with digital resources. The findings show statistically significant differences in the number of errors made by both groups, highlighting a concurrent effect of digital tools in reducing morphological and orthographic deviations. However, a strong dependency on these resources was also identified, as errors increased when the tools were removed. The analysis of digital practices revealed optimizing strategies, such as the effective use of spell checkers and translators, as well as limitations related to excessive reliance on automatic translators. The study concludes that conscious integration of technology can enhance learning, provided it is accompanied by pedagogical strategies that promote students' autonomy and a critical approach to digital tools.