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The purpose of this study was to identify meta-cognitive strategies and technological resources that university students of Spanish as a second language (L2) implement when they have to produce a piece of academic writing (Research Project). From socio-cognitive and sociocultural perspectives we have chosen to explore , in a normal classroom situation, how the process of writing and composition is represented explicitly before starting it . An anonymous on-line self-evaluation was used, with two kinds of open questions related to the steps carried out throughout the writing process, and the technological resources utilised. The information provided by students was complemented with data provided by the teacher about the educational context in which the task was developed. Once the data was collected, a qualitative analysis of the responses and an inductive categorisation of the types of metacognitive strategies and technological resources described by the students was carried out. The results showed that most of the students know and use strategies for planning and reviewing, and a number of technological resources support their academic writing process. However, they do not demonstrate knowledge and ability to handle some basic contextual elements. In this sense, educative implications derived from this study will be focus on students’ self-reflection through academic writing along with scaffolding.

Estrategias metacognitivas y recursos tecnológicos utilizados por estudiantes universitarios de español como segunda lengua