Information and communication technologies in strengthening spelling competence in seventh grade students of Basic General Education

Abstract

Introduction: Orthographic competence constitutes an essential component of written language learning and plays a fundamental role in the development of academic communication. However, various factors associated with contemporary writing practices have generated difficulties in the application of orthographic rules among students. In this context, Information and Communication Technologies (ICT) represent an alternative for strengthening the teaching and learning processes of orthography. The objective of this study was to analyze the influence of ICT on the strengthening of orthographic competence among seventh-grade students of Basic General Education at Arco Iris Private Educational Institution. A mixed-method approach with a descriptive scope and a cross-sectional non-experimental design was employed. The study population consisted of 40 students and two Language and Literature teachers. Data were collected through a structured questionnaire administered to students and semi-structured interviews conducted with teachers; the instruments were validated through expert judgment by three specialists. The results revealed a high frequency of technological resource use in learning activities and a favorable perception regarding the strengthening of orthographic competence, particularly in the mastery of accentuation rules, the correct use of graphemes, motivation toward learning, and the development of autonomous study habits. Teachers indicated that digital tools promote student participation and facilitate immediate feedback during the teaching process. It is concluded that the planned integration of ICT constitutes a relevant pedagogical strategy for strengthening orthographic competence and fostering more dynamic and meaningful learning experiences among Basic General Education students.