Abstract
This systematic review examines interventions designed to improve academic writing skills and emphasizes the importance of interaction between students, instructors, and/or writing tutors during the composition process.The main objective of this review is to characterize the interventions focused on cognitive skills for the development of academic writing in higher education students that have been implemented in Latin American and Ibero-American countries.To carry out this Systematic Review, the PRISMA recommendations were followed and, in addition, a documentary research and content analysis strategy was implemented with the purpose of examining the different definitions of cognitive abilities used in the selected studies.In total, nine articles that met the established criteria were identified and analyzed. A comprehensive and updated view of interventions aimed at improving academic writing skills in the context of higher education is offered, focusing on the application of cognitive skills and critical thinking as key tools for this purpose
Publisher
Salud, Ciencia y Tecnologia
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