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Influence of digital skills on language
competency in university students
Influencia de las habilidades digitales en las
competencias lingüísticas en estudiantes universitarios
Dina Inga-Lindo
Universidad Nacional Federico Villarreal, Perú
Escuela de Lingüística y Literatura, Departamento de Humanidades
dinga@unfv.edu.pe
https://orcid.org/0000-0001-6998-3592
Evelyn Zavala-Zavala
Universidad Nacional Federico Villarreal, Perú
Escuela de Lingüística y Literatura, Departamento de Humanidades
ezavalaz@unfv.edu.pe
https://orcid.org/0000-0001-7012-471X
Joanes Benott-Santander
Universidad Nacional Federico Villarreal, Perú
Escuela de Lingüística y Literatura, Departamento de Humanidades
jbenott@unfv.edu.pe
https://orcid.org/0000-0002-8211-8234
(Received on: 08/03/2025; Accepted on: 10/05/2026; Final version received on: 04/07/2026)
Suggested citation: Inga-Lindo, D., Zavala-Zavala, E. y Benott-Santander, J. (2026). Influence
of digital skills on language competency in university students. Revista Cátedra, 9(2), 63-83.
Abstract
Technology has transformed human life, becoming an integral part of academic,
professional, and social life. People use digital media (virtual assistants, social networks,
digital platforms) and languages for linguistic communication (oral and written
comprehension and expression). However, some educational institutions show little
interest in incorporating these technologies into the cognitive process, which limits learning
and widens educational gaps. The objective of this study was to determine the influence of
digital skills on linguistic competencies in students at the Federico Villarreal National
University in 2024. The approach was quantitative, correlational-causal, and non-
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experimental. The population consisted of 600 students, and the sample comprised 202
students from the first and second semesters. Non-probability sampling was used, and the
data collection techniques included surveys and document analysis. The instrument was a
scale-type test with the following values: Never (1), Almost Never (2), Sometimes (3),
Almost Always (4), Always (5). The results were analyzed using SPSS V29 software, yielding
a Pearson correlation coefficient of r = 0.695, a significance level of 0.05, and a 95%
confidence level, indicating a moderate positive correlation. In conclusion, digital skills
significantly influence linguistic competence in students at the Federico Villarreal National
University in 2024. The study shows that teachers must know, manage, and apply
technological tools to improve linguistic competence, because students come from diverse
cultural, social, and academic backgrounds, which hinders the interpretation of abstract
ideas or complex concepts.
Keywords
Competencias lingüísticas, comprensión, expresión oral, expresión escrita, habilidades
digitales.
Resumen
La tecnología transformó la vida de los seres humanos, porque forman parte de su mundo
académico, laboral y social, utilizan medios digitales (asistentes virtuales, redes sociales,
plataformas digitales) y lenguajes para la comunicación lingüísticas (comprensión y
expresión oral, escrita), sin embargo, algunos entes educativos no tienen interés de
emplearlas en el proceso cognitivo, el cual limita al aprendizaje y amplía las brechas
educativas. El objetivo del estudio fue determinar la influencia de las habilidades digitales
en las competencias lingüísticas en estudiantes de la Universidad Nacional Federico
Villarreal, 2024, el enfoque fue cuantitativo, tipo correlacional-causal, diseño no
experimental, la población estuvo constituida por 600 discentes y la muestra por 202 que
pertenecen al I y II ciclo, se utilizó el muestreo no probabilístico, la técnica fue la encuesta
y el análisis documentario, el instrumento un test tipo escala, con valores: Nunca (1), Casi
nunca (2), A veces (3), Casi siempre (4), Siempre (5). Los resultados fueron analizados
mediante el software SPSS V29, el coeficiente de correlación de Pearson r=0,695, nivel de
significancia (0.05) de 95% de confiabilidad, determinando una correlación positiva media
o moderada. En conclusión, las habilidades digitales influyen significativamente en las
competencias lingüísticas en estudiantes de la Universidad Nacional Federico Villarreal,
2024. El estudio muestra que los docentes deben conocer, manejar y aplicar herramientas
tecnológicas para mejorar las competencias lingüísticas, porque los estudiantes vienen
marcados por la diversidad cultural, social y académica, que dificultan la interpretación de
ideas abstractas o conceptos complejos.
Palabras clave
Competencias lingüísticas, comprensión, expresión oral, expresión escrita, habilidades
digitales.
1. Introduction
In the 21st century, information and communication technologies (ICTs) have radically
transformed human life, facilitating new forms of interaction and access to diverse
knowledge, which has significantly influenced education. According to Ancira and Gutiérrez,
the use of ICTs in the teaching-learning process translates into greater opportunities to
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access materials, as well as increased student motivation and productivity, improving their
comprehension and performance. However, despite these advances, obstacles persist, such
as a lack of access to resources and insufficient teacher training (Ancira and Gutiérrez,
2011). Furthermore, linguistic competencies remain fundamental pillars of university
academic training. The ability to understand, interpret, and write effectively is essential in
a constantly evolving educational and professional environment. Expressing and arguing
requires the use of precise, coherent, appropriate, clear, concise, and concrete language—
elements that demand linguistic proficiency, not only for academic performance but also for
students' interpersonal interactions in a digital context. According to Area and Pessoa,
navigating the knowledge society implies continuous literacy in the use of digital tools and
incorporating them as a cross-cutting, interdisciplinary, and indispensable axis in the
cognitive process. Immersing oneself in the digital world is not just about knowing
platforms, gathering, or selecting information, but about producing, reproducing, and
disseminating knowledge, guided by critical, creative, autonomous, and collaborative
thinking (Area & Pessoa, 2012).
Including technology in learning plays a crucial role in a globalized, dynamic, and ever-
changing education. However, it is recognized that there are negative impacts on the
development of linguistic skills; in the oral sphere, the lack of interpersonal interaction and
socialization experienced during the pandemic meant that the brain and articulatory organs
were not exercised. This effect is evident in the classroom when students are afraid to
communicate their ideas or make mistakes when expressing words, sentences, etc. In the
written domain, various technological tools (ChatGPT, Gamma, Gemini, etc.) exist to aid
academic writing; however, students often copy and paste without analyzing or
understanding the text, nor do they respect the language's spelling rules. Regarding reading,
there are texts of diverse types, ranging from basic to complex, but disinterest in reading is
increasingly widespread because some students have become accustomed to reading out of
obligation, without considering that reading benefits every field of human knowledge.
According to Macías et al., digital media enhance linguistic competencies and develop
communicative skills through oral and written interaction; they can also serve as motivation
to increase cognitive level (Macías et al., 2022).
Generation Z demands that educators embrace digitalization to navigate a changing
education system. According to the Organisation for Economic Co-operation and
Development (OECD), a country's development requires proficiency in information
technologies that promote the digital transformation of students. Developing linguistic
skills based on grammar, morphology, syntax, phonetics, phonology, semantics, and
pragmatics, as well as training students in accordance with the evolution of these
disciplines, is a fundamental necessity in today's educational context (OECD, 2019). The
goal is to renew traditional techniques and utilize technological and innovative tools for
reading comprehension and multimodal writing. Therefore, it is urgent to foster literacy in
linguistic competencies and digital skills, which are key to the holistic development of future
professionals.
According to Lloyd, digital divides exist, such as the availability of resources, the ability to
manage and use technology appropriately, and the fact that not everyone has the conditions
or desire to learn, which hinders constructive learning (Lloyd, 2020). In various public
universities in Peru, it is observed that traditional methods focused on listening,
memorizing, repeating lessons, using outdated books, and standardized tests continue to be
used. Based on this, the research question posed was: How do digital skills influence the
linguistic competencies of students at the Federico Villarreal National University in 2024?
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We are aware of the reality of students entering the university; they have deficiencies in
reading comprehension, writing, and argumentation of academic texts. Furthermore, not all
of them have digital skills or access to electronic devices, connectivity, etc., which limits the
student's active participation in constructing their own learning. Finally, social media
(Facebook, TikTok, WhatsApp) weakens language practices, hindering and distorting the
development of linguistic competencies. Therefore, training should be implemented to
incorporate the virtual world into pedagogical activities and curricula. Teaching is not just
about delivering information, but about fostering lasting, creative, innovative, and
knowledge-sharing learning.
This study is based on enhancing comprehension, oral and written expression through
fundamental and instrumental digital skills. Arango and Manrique mention that the virtual
environment predominates in education and facilitates the creation of new forms of
interaction between knowledge and students (Arango & Manrique, 2023). There is a need
to fill gaps in the educational field. The theories cited in this research contribute to the
sustainability of the study and future work, including the results, recommendations, and
proposals that will be incorporated into education. In practice, this study proposes
strategies and techniques to enhance digital skills and linguistic competencies, as well as
the application of formative and continuous assessments to observe cognitive processes.
The methodology presents structured methods, approaches, and techniques that follow a
systematic, authentic, and reliable order. This research is important because it provides a
data collection instrument that will be useful for other researchers. Furthermore, it will
foster creativity, critical thinking, and independence in student learning.
The overall objective of the research was to determine the influence of digital skills on
linguistic competencies in students at the Federico Villarreal National University in 2024.
The specific objectives were: a) to determine the influence of digital skills on oral
comprehension and expression, and b) to determine the influence of digital skills on written
comprehension and expression.
The article is structured as follows: Section 1 presents the abstract and introduction,
outlining the problem, objectives, literature review, and its importance in oral and written
expression and comprehension; Section 2 outlines the methodology, approach, design, type,
population, sample, techniques, and instruments used for data collection; Section 3 presents
the results obtained from the applied instrument and interprets them based on the analysis
of the tables and figures generated from data processing using SPSSv29 software; Section 4
presents the discussion, contextualizing the results, comparing the study with previous
research, and establishing the findings. Finally, a summary or recap of the thematic content,
the bibliography, and the authors' contributions are presented.
2. Literature review
2.1 Digital skills
Digital skills encompass the set of knowledge, abilities, and skills related to the use of ICTs,
which are developed primarily through experience, continuous practice, and learning
processes. These skills are based on broad digital literacy that allows for the effective,
critical, and relevant use of technological tools (Jiménez & León, 2024). Furthermore, the
authors emphasize that digital skills play a fundamental role in higher education, involving
not only mastery of diverse tools and resources in the digital environment but also the
ability to leverage them to strengthen teaching and learning processes. In this context,
teachers must be prepared to adapt to technological advancements, develop advanced
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digitalization skills, and effectively integrate ICTs into their pedagogical practice (Jiménez
& León, 2024). Saptura indicates that these skills are essential in the 21st century because
they allow people to navigate using various devices, where they can manage information
and share it about: culture, education, language, the environment, politics, economics, or
topics that are relevant in the social context (Saptura, 2021).
2.1.1 Fundamental digital skills
Permite al sujeto conocer y comprender el entorno digital, para poder manipularlo con
eficiencia, seguridad, responsabilidad ético–moral. Requiere de la capacidad de
cooperación, participación y transformación de los conocimientos básicos en complejos. En
el internet existe información por doquier, se evalúa si son fuentes confiables que reflejan
la realidad y dar crédito a quien corresponde (evitar el plagio); conocer estas habilidades
son esenciales para analizar, construir argumentos, interactuar con otros, crear y editar
contenidos en Google Apps, Twitter, Skype, Canva, Genially, Prezi, YouTube, etc., además,
implica la flexibilidad en el uso del lenguaje, que puede ser formal (estándar) e informal
(coloquial), dependerá del receptor a quien se dirige, empleando los medios tecnológicos
que ayudan al universitario a la perfección académica, personal y social, Morduchowicz,
define que las personas necesitan conocer las habilidades digitales fundamentales para
adquirir saberes basados en el pensamiento crítico, desafiar argumentos, detectar falencias
en un contenido temático, todas estas competencias son importantes para la vida cotidiana,
la participación activa en la sociedad, acceso a la instrucción, uso de diversas informaciones,
desarrollo de la creatividad, desenvolvimiento libre y seguro en el entorno virtual
Morduchowicz, 2024).
2.1.2 Instrumental Digital Skills
Practical skills in using devices and platforms encompass specific functions and actions such
as: researching information to manage academic activities, using formal language,
mastering cognitive processes, analysis and integration, discernment, and questioning.
Therefore, teachers and students must strengthen these skills to understand their operation
and the challenges posed by the digital world. Morduchowicz mentions that these skills will
not promote proficient use of technology if they are not based on critical thinking and an
understanding of how virtuality works. For example, creating email for formal
communication, using templates to design academic activities, using spreadsheets,
managing social media, creating digital presentations, using videoconferencing
applications, and utilizing specialized software. Digital literacy and inclusion in education
are essential and indispensable; they facilitate open access to information, enable the
performance of daily tasks, manage time and work, and allow interaction with the digital
universe (Morduchowicz, 2021).
2.2 Linguistic skills
In universities today, students develop the knowledge necessary to understand, interpret,
produce, and express oral and written texts. According to Carlino, writing and oral
participation require mastery of the language, reasoning, analysis, and argumentation, as
well as the use of formal language adapted to diverse registers and communicative contexts.
However, students entering higher education face difficulties in analyzing, synthesizing, and
evaluating specialized texts, and struggle to complete assignments, essays, reports, critical
summaries, research papers, and identify key ideas (Carlino, 2013). According to Serrano et
al., mastering linguistic competencies is an important factor in the university setting,
especially in the comprehension and production of academic texts (Serrano et al., 2025).
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Linguistic competencies in the university have evolved; they are no longer conceived as
simply correcting grammar, spelling, or intonation, but rather as an integrative concept that
allows students to understand, produce, interpret, and use formal, functional, and effective
language in academic, professional, and social environments. Next, the dimensions of
linguistic competence are conceptualized: reading comprehension, which focuses on
interpreting academic, scientific, and technical texts of varying complexity; written
production, the ability to draft essays, reports, and articles, ensuring coherence, cohesion,
appropriateness, and correctness; oral expression, the ability to communicate ideas with
valid and clear arguments that encourage debate and critical thinking; listening
comprehension, the ability to understand seminars, lectures, and other presentations; and
finally, pragmatic competence, the ability to use language and communicative intent in a
given context.
In the university setting, linguistic competence is conceived as multidimensional,
integrating communicative, critical, collaborative, and digital skills, all considered
fundamental for students' academic and professional development. In this regard, Carlino
(2013) points out that these skills are essential for accessing knowledge and actively
participating in the academic context, since reading, writing, and argumentation, developed
through diverse discourse genres, strengthen the student's intellectual and communicative
development (Carlino, 2013).
Regarding oral comprehension and production, according to Padilla et al., the use of oral
and written language are tools for representing and interpreting reality. This information is
then organized in thought, and finally, ideas are mastered and expressed skillfully and
fluently. Education has the function of equipping students with linguistic skills and making
them competent speakers. However, to develop these abilities, digital platforms such as
Tandem or HelloTalk are necessary. These platforms connect students with native speakers
of other languages, facilitate the practice of conversational skills, and allow the use of videos
and audio. Gamification and Duolingo contribute to the didactics of learning, making it more
attractive, motivating, and even providing practical exercises. Quizzes in learning activities
are more dynamic, interactive, and engaging; therefore, it is suggested to research online
about virtual tools that enhance language skills, especially written and oral production, as
well as to have access to digital libraries and academic databases that allow students to
access complex and specialized texts, which will help improve reading and critical
comprehension skills (Padilla, et al., 2008).
There is a need to thoroughly analyze the benefits of digital tools that specifically influence
language skills in the ever-changing university environment. In this regard, the support of
educational institutions is required to learn about and explore diverse strategies and
techniques applied to education. For example, in an assessment, the teacher asks students
to write a project using technological tools and then asks them to contextualize it to their
own reality. This action requires critical and analytical interpretation, stimulating the
student's brain and helping them become accustomed to such an action. For this reason, the
teacher-student pairing, both key figures in the teaching-learning process, is crucial. The
teacher acts as the pilot, familiar with the pathways to knowledge, while the student acts as
the co-pilot, possessing prior knowledge and a desire to learn and master digital skills,
integrating them with linguistic competencies. Furthermore, this approach allows for the
analysis of all types of information: real/unreal, objective/subjective, true/false,
relevant/irrelevant, and so on.
2.3 digital skills and language skills
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Digital and linguistic competencies are intrinsically linked to equip higher education
students with the necessary tools to navigate a globalized society where knowledge evolves
rapidly. Furthermore, mastering language tools is essential, not in their traditional sense,
but rather through technological transformation, enabling the interpretation of multimodal
texts, production in diverse formats (written, video, visual graphics, or podcasts), and
dissemination via educational platforms, forums, blogs, and social networks (Lankshear &
Knobel, 2006). These platforms enrich linguistic competencies and incorporate
multilingualism not as a barrier, but as an opportunity that promotes cultural and linguistic
diversity.
The digital world impacts various fields of knowledge and is geared towards the
development of critical thinking. In this context, university students are required not only
to master technological skills but also to strengthen their communicative competence in
order to broaden their linguistic and cultural horizons. In this way, collaboration,
knowledge sharing, real-time dialogue, and the search for innovative solutions to problems
that affect or jeopardize human well-being are facilitated. UNESCO maintains that digital
learning should be geared towards reducing inequality gaps and consolidate itself as a force
for positive change, ensuring that every student, regardless of their background, has the
opportunity to develop and thrive in the digital age. Platforms such as Google Classroom,
Zoom, Moodle, Microsoft Teams, etc., and other online collaboration tools, allow students to
interact and refresh their language skills, connect with their peers and teachers (UNESCO,
2022). They also serve for feedback, online assessment, grammar correction programs,
access to learning various languages, and help cultivate digital and linguistic skills in order
to address complex problems that only human beings can solve.
To promote the use and practice of digital and linguistic skills, multilingual education and
literacy programs should be promoted to adapt students to the digital transformation.
Investment should also be made in developing active and adaptable citizens in the
knowledge age. Furthermore, this will contribute to the continuous enrichment of writing
and oral expression skills. According to Delgado, there is a need for instruction to produce
students who are digitally competent, who can search for and evaluate information,
transform it into new knowledge, and disseminate it. In the digital environment, it is
important to create materials and resources to demonstrate knowledge and instruct
students in the responsible use of technology and safe navigation within the virtual world
(Delgado, 2010).
The influence of digital skills on linguistic competence is increasingly close and relevant in
the current context, especially given the amount of content found on the web (videos,
podcasts, social media, educational platforms). This provides diverse, rich, and essential
linguistic exposure for comprehension and communication. The two variables addressed in
this research have changed how language is used (instant messaging, emails, blogs, etc.).
Therefore, it is necessary to develop multimodal linguistic competence, adapting to
different media, audiences, and registers, both formal and informal.
Higher education aims to train individuals who can interpret diverse sources, identify
biases, and argue clearly. Furthermore, digital and linguistic skills are not isolated
competencies but rather complement each other to develop communicative, inquisitive,
autonomous, critical, and participatory students in a digital, global, and intercultural
context. Gaps in technological and linguistic access would limit full participation in the
university and professional spheres.
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3. Methodology
The research employed a quantitative methodological approach, which facilitated the
analysis, validation, reliability, and contextualization of the data collection instrument. A
correlational-causal study was conducted within a non-experimental design to determine
the influence of digital skills and linguistic competencies on first- and second-year students
at the Federico Villarreal National University. The collected data were not manipulated at
the researchers' discretion, as the aim was to ensure equitable results across the student
population and fulfill the research objective.
The population consisted of 600 university students. From this population, a sample was
selected using purposive non-probability sampling. Participants were required to be in
their first or second year, enrolled in the 2024 academic year, and taking general studies
courses. The sample comprised 202 students, of whom 126 were female and 76 were male.
Representativeness, participant characteristics, the university context, and other pre-
established criteria were also considered to obtain accurate and reliable results.
The data collection technique was a survey. The instrument was a questionnaire created by
the researchers, consisting of 20 items for each variable, with the following rating scale:
Never (1), Almost Never (2), Sometimes (3), Almost Always (4), Always (5). It was validated
by three expert methodologists and education specialists. A pilot test was also administered
to 15 students, using Cronbach's alpha coefficient. The results for the digital skills variable
were 0.868 and for linguistic competencies 0.926, indicating that the instrument is reliable
and acceptable.
The researchers collected the data in the Faculties of Social Sciences, Law and Political
Science, Architecture and Urban Planning, Humanities, Human Medicine, Geographic
Engineering and Ecotourism, and Industrial and Systems Engineering, obtaining informed
consent from the sample after submitting requests to the deans of the Faculties. The
fieldwork was carried out using Google Forms; the link was sent to students via institutional
email and WhatsApp. The data was stored in a Google Drive, in Excel, and the analysis was
performed using SPSS V29 software.
4. Results
The study was conducted with students from the National University Federico Villarreal,
Lima, Peru, and the results from the applied instruments were as follows:
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Sometimes
70
35
35
35
Never
4
2
2
37
Always
128
63
63
100
Total
202
100
100
Table 1. Results of the application of digital skills in university students
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Figure 1. Results of the application of digital skills in university students
Interpretation: Table and Figure 1 reflect the knowledge that students at the Federico
Villarreal National University have regarding digital skills. It can be observed that 63% of
the students state that they always possess these skills, while 35% indicate that they
possess them sometimes. Consequently, it is evident that the students demonstrate an
adequate level in this area.
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Sometimes
109
54
54
54
Never
7
3
3
57
Always
86
43
43
100
Total
202
100
100
Table 2. Results of the application of fundamental digital skills in university students
Figure 2. Result of the application of fundamental digital skills in university students
Interpretation: Table 1 and Figure 2 reflect university students' knowledge of fundamental
digital skills. The results show that 54% of respondents indicate they sometimes use these
35%
2%
63%
Sometimes Never Always
54%
3%
43%
Sometimes Never Always
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skills, while 43% indicate they always use them. This suggests that students seek
technological tools online, such as software applications, forums, social networks, Google,
and YouTube, to enhance their learning and apply methods that strengthen their oral and
written communication skills.
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Sometimes
38
19
19
19
Never
5
2
2
21
Always
159
79
79
100
Total
202
100
100
Total 202 100 100
Table 3. Results of the application of instrumental digital skills in university students
Figure 3. Result of the application of instrumental digital skills in university students
Interpretation: Table and Figure 3 reflect university students' knowledge of instrumental
digital skills. The results show that 79% of respondents indicate they always use these skills,
while 19% indicate they use them sometimes. This suggests that students use digital
applications to manage academic activities, strengthen their command of formal language,
and develop cognitive processes aimed at achieving meaningful learning.
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Sometimes
90
45
45
45
Never
1
1
1
46
Always
111
54
54
100
Total
202
100
100
Table 4. Results of applying digital skills to linguistic competencies in university studentss
19%
2%
79%
Sometimes Never Always
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Figure 4. Result of applying digital skills to linguistic competences in university students
s
Interpretation: Table and Figure 4 reflect that university students possess knowledge about
the use of digital tools to improve their language skills. The results show that 54% of
respondents indicate that they always use these tools, while 45% indicate that they use
them sometimes. This suggests that more than half of the students use technology to enrich
their language grammar and consult databases such as Scopus, EBSCO, and academic
repositories to find information related to oral and written expression.
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Sometimes
104
51
51
51
Never
5
3
3
54
Always
93
46
46
100
Total
202
100
100
Table 5. Results of applying digital skills to oral comprehension in university students
Figure 5. Result of applying digital skills to oral comprehension in university students
45%
1%
54%
Sometimes Never Always
51%
3%
46%
Sometimes Never Always
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Interpretation: Table and Figure 5 reflect that university students use digital tools to
improve listening comprehension. The results show that 51% of respondents indicate they
use them sometimes, while 46% indicate they use them always. This suggests that some
students use videoconferencing programs, such as Google Meet, Zoom, Cisco Webex, Skype,
and Microsoft Teams, to communicate with their classmates and work teams. Furthermore,
they use online audio sources to analyze and synthesize academic texts.
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Sometimes
63
31
31
31
Never
1
1
1
32
Always
138
68
68
100
Total
202
100
100
Cuadro 6. Resultado de aplicación las habilidades digitales en la comprensión escrita en estudiantes
universitarios
Figure 6. Result of applying digital skills to reading comprehension in university students
s
Interpretation: Table and Figure 6 reflect that university students use digital tools to
improve reading comprehension. The results show that 68% of respondents indicate they
always use them, while 31% indicate they use them sometimes. This suggests that the
majority of students use applications such as Excel, Canva, PowerPoint, and Microsoft Word,
among others, to understand digital texts rationally, with appropriate content, standard
vocabulary, and a clear, precise, and concise structure.
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Sometimes
76
38
38
38
Never
4
2
2
40
Always
122
60
60
100
Total
202
100
100
Table 7. Results of applying digital skills to oral expression in university students
31%
1%
68%
Sometimes Never Always
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Figure 7. Result of applying digital skills to oral expression in university students
Interpretation: Table and Figure 7 reflect that university students use digital tools to
enhance their oral expression. The results show that 60% of respondents indicate they
always use them, while 38% indicate they use them sometimes. These results demonstrate
that the students have an adequate level of oral expression, using a firm, confident, and
clear tone of voice, as well as simple language that facilitates the understanding of the
message by their intended audience.
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Sometimes
109
54
54
54
Never
5
2
2
56
Always
88
44
44
100
Total
202
100
100
Table 8. Results of applying digital skills to written expression in university students
Figure 8. Result of applying digital skills to written expression in university students
38%
2%
60%
Sometimes Never Always
54%
2%
44%
Sometimes Never Always
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Interpretation: Table and Figure 8 reflect that university students use digital tools to
enhance their written expression. The results show that 54% of respondents indicate they
use them sometimes, while 44% indicate they always use them. This suggests that some
students use artificial intelligence to write their academic papers with objective
information, free from emotion, fanaticism, and passion. Furthermore, they search the web
for information that reflects reality and rely on spelling and grammar checkers to achieve
greater clarity in their writing.
4.1 Normality test: Kolmogorov – Smirnov
The goodness-of-fit test allows us to determine if the data come from a normally distributed
population. In this study, the null hypothesis (H₀) was that digital skills do not significantly
influence the linguistic competencies of students at the Federico Villarreal National
University in 2024; and the alternative hypothesis (H₁) was that digital skills significantly
influence these competencies.
Likewise, for the normality test, the null hypothesis (H₀) was that the data have a normal
distribution, and the alternative hypothesis (H₁) was that the data do not have a normal
distribution. A significance level of 0.05 was considered. The scores corresponding to the
variables digital skills and linguistic competencies were entered into the SPSS statistical
software, from which the following results were obtained:
Digital skills
Linguistic
skills
N
202
202
Normal parameters (a,b)
Mean
38.89
75.28
Standard
deviation
5.792
11.023
Most extreme differences
Absolute
.107
.050
Positive
.055
.050
Negative
-.107
-.042
Z de Kolmogorov-Smirnov
1.519
.704
Sig. asintót. (bilateral)
.060
.705
Table 9. Kolmogorov-Smirnov test results
Interpretation: Based on the results obtained using the Kolmogorov-Smirnov test, the data
were analyzed to determine whether or not they followed a normal distribution. For the
digital skills variable, a p-value of 0.060 (two-tailed significance) was obtained, while for
the linguistic competence variable, a p-value of 0.705 (two-tailed significance) was
obtained. Since both values are greater than the significance level of 0.05, it is concluded
that the data follow a normal distribution.
Consequently, hypothesis tests were performed using Pearson's r correlation statistic, as
the data for the variables meet the assumption of normality.
4.2 Pearson correlation coefficient (r)
Pearson's correlation coefficient (r) is a correlation method for variables measured by
intervals or ratios and for linear relationships. It is calculated from the scores obtained in a
sample with two variables. The scores obtained for one variable are related to those of the
other, using the same participants or cases.
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Digital
skills
Linguistic
skills
Digital skills
Pearson Correlation
1
.695(**)
Sig. (2-tailed)
.000
N
202
202
Digital skills
Pearson Correlation
.695(**)
1
Sig. (2-tailed)
.000
N
202
202
Table 10. ** Correlation is significant at the 0.01 level (two-tailed)
According to the table shown, the Pearson correlation coefficient r = 0.695, for the general
hypothesis (Ha): it is determined that digital skills significantly influence linguistic
competencies in UNFV students, 2024, according to Sampieri's table is a medium or
moderate positive correlation.
Digital
skills
Linguistic
skills
Digital skills
Pearson Correlation
1
.669(**)
Sig. (2-tailed)
.000
N
202
202
Listening
comprehension
Pearson Correlation
.669(**)
1
Sig. (2-tailed)
.000
N
202
202
Table 11. ** Correlation is significant at the 0.01 level (two-tailed)
According to the table shown, the Pearson correlation coefficient r = 0.669, so for Specific
Hypothesis 1: it is determined that digital skills significantly influence oral comprehension
in UNFV students, it has a medium or moderate positive correlation.
Digital
skills
Linguistic
skills
Digital skills
Pearson
Correlation
1
.691(**)
Sig. (2-tailed)
.000
N
202
202
Listening
comprehension
Pearson
Correlation
.691(**)
1
Sig. (2-tailed)
.000
N
202
202
Table 12. ** Correlation is significant at the 0.01 level (two-tailed)
According to the table shown, the Pearson correlation coefficient r = 0.691, then for the
specific hypothesis 2: it is determined that digital skills significantly influence written
comprehension in UNFV students, it has a medium or moderate positive correlation.
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Digital
skills
Linguistic
skills
Digital skills
Pearson Correlation
1
.499(**)
Sig. (2-tailed)
.000
N
202
202
Oral expression
Pearson Correlation
.499(**)
1
Sig. (2-tailed)
.000
N
202
202
Table 13. ** Correlation is significant at the 0.01 level (two-tailed)
De acuerdo con el cuadro mostrado, el coeficiente de correlación de Pearson r = 0.499,
entonces, para la Hipótesis especifica 3: se determina que las habilidades digitales influyen
significativamente en la expresión oral en estudiantes de la UNFV, posee una correlación
positiva media o moderada.
Digital
skills
Linguisti
c skills
Digital skills
Pearson
Correlation
1
.452(**)
Sig. (2-tailed)
.000
N
202
202
Written
expression
Pearson
Correlation
.452(**)
1
Sig. (2-tailed)
.000
N
202
202
Table 14. ** Correlation is significant at the 0.01 level (two-tailed)
According to the table shown, the Pearson correlation coefficient r = 0.452, therefore, for
Specific Hypothesis 4: it is determined that digital skills significantly influence written
expression in UNFV students, has a medium or moderate positive correlation.
5. Discussion
The results obtained stem from the formulation of the problem, the establishment of general
and specific objectives, hypotheses, and the comparison of existing theories with the new
proposal. The researchers' perspective is also crucial; they possess critical thinking skills
and are committed to honesty in presenting the results truthfully, without distortion or bias.
The study aimed to determine the influence of digital skills on the linguistic competencies
of first- and second-year students enrolled at the Federico Villarreal National University in
2024. Regarding the assessment of digital skills, 63% of the students consistently
demonstrated knowledge, aptitude, and proficiency in using virtual tools. In accordance
with this, Salguero et al. maintain that it is important to employ diverse digital strategies to
ensure students demonstrate adequate academic performance; they also indicate that if
these strategies are used appropriately, the cognitive level will be higher (Salguero, 2024).
The proposed dimensions were as follows: a) fundamental digital skills, in which 54% of
students indicated they sometimes use them, while 43% indicated they always use them.
These results demonstrate that students know and understand how the digital environment
works. In this regard, Morduchowicz states that the virtual environment facilitates the
understanding of reality from a critical, analytical, and creative perspective, which allows
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for understanding and evaluating the content circulating on the internet (Morduchowicz,
2021); b) instrumental digital skills, a dimension in which 79% of students stated they are
always accustomed to the constant use of virtual tools. According to Morduchowicz, this
skill facilitates the creation of PowerPoint presentations and videos, as well as providing
access to devices, templates, and platforms through which the individual completes specific
tasks (Morduchowicz, 2021).
Regarding linguistic competence, 54% always use technological means to understand,
practice, and evaluate the grammar of their language, while 45% do so sometimes. The data
indicates that social media enhances language skills, suggesting that it contributes to
language use in different communicative situations (Dos Santos, 2021). The dimensions
were: a) oral comprehension, with 51% sometimes and 46% always using digital tools to
improve oral expression. Gómez and Meza, in their research, promote the development and
improvement of oral comprehension skills, which are enriched and strengthened through
videos, training, conferences, and seminars presented online. Furthermore, they reinforce
active listening, reflection, teamwork, and questioning (Gómez & Meza, 2022). b) written
comprehension, with 68% always using digital tools to enhance textual comprehension.
There are various references available in the technological world. According to Padilla et al.,
a competent student can interpret statements and situations from the digital world and
adapt them to a real and natural context (Padilla et al., 2008). c) Oral expression: 60%
always seek to master grammatical vocabulary through digital content. According to
Menéndez et al., adequate language training facilitates fluid, correct, and clear
communication. Furthermore, it strengthens debate, the exchange of ideas, and interaction
with peers in the technological environment (Menéndez et al., 2024). d) Written expression:
54% sometimes use digital tools for writing, and 44% always do. According to Carlino
(2013), writing is a social practice and fundamental for constructing learning at the
university level.
In this regard, the results are consistent with the literature and the comparative analysis
with other international and national studies that have reached similar or comparable
results. For example, Macías et al., in their study on developing linguistic competencies
through the use of digital media, mention that students and teachers must adapt to advances
in science and technology, which contribute to motivational development and enhance
linguistic competencies (Macías et al., 2022). Therefore, this research demonstrates the
influence of digital skills on the linguistic competencies of students at the Federico Villarreal
National University in 2024, as shown by the verification of the hypotheses, the tables and
figures developed for the study, and the applicability of the instrument to other state or
private research projects seeking to enhance oral and written comprehension and
expression using digital media.
6. Conclusion
The influence of digital skills on linguistic competencies was determined using Pearson's
correlation coefficient (r), where r = 0.695, indicating a moderate positive correlation. The
p-value (sig.) is less than 0.05, thus confirming the alternative hypothesis. The
implementation of digital skills in the university setting highlights the evolution of reading,
expressive, and written skills. It reflects the influence of digital skills on oral comprehension,
where the Pearson test result r = 0.669, indicating a moderate positive correlation. The p-
value (sig.) is less than 0.05, confirming specific hypothesis 1 (Ha): students demand
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interactive resources to enhance oral comprehension and enrich their vocabulary through
the use of knowledge found on the internet.
The results also demonstrate the influence of digital skills on written comprehension.
Pearson's correlation test yielded an r value of 0.691, indicating a moderate positive
correlation. Furthermore, the p-value (sig.) was less than 0.05; therefore, specific
hypothesis 2 (Hₐ) is confirmed. This allows us to conclude that digital resources available
on the internet promote reading, analysis, and synthesis. In addition, they expose students
to real and fictional content, enabling them to critically discriminate and select reliable
information that benefits their learning.
Similarly, the results reflect the influence of digital skills on oral expression. Pearson's
correlation test yielded an r value of 0.499, demonstrating a moderate positive correlation.
Likewise, the p-value (sig.) was less than 0.05; consequently, specific hypothesis 3 (Hₐ) is
confirmed. In this sense, the student uses technological resources to enhance oral
expression and develop communicative reciprocity among internet users.
Finally, the results demonstrate the influence of digital skills on written expression.
Pearson's correlation test yielded a value of r = 0.452, indicating a moderate positive
correlation. Furthermore, the p-value (sig.) was less than 0.05; therefore, specific
hypothesis 4 (Hₐ) is confirmed. These results suggest that students employ complex
cognitive processes for writing, as it is not enough to know the grammar of the language; it
is also necessary to use various digital resources that allow them to optimize time and stay
up-to-date with information.
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Authors
DINA INGA-LINDO holds a doctorate in Educational Sciences from the National University
Enrique Guzmán y Valle. She also holds a master's degree in Research and Teaching from
the National University Pedro Ruiz Gallo of Lambayeque and a master's degree in
Educational Psychology from the same university. She earned a bachelor's degree in
Pedagogy and Humanities, specializing in Spanish and Literature, from the National
University of Central Peru.
Currently, she teaches at the National University Federico Villarreal and the National
University of San Marcos, and at the postgraduate level at the National University Enrique
Guzmán y Valle. She is the Coordinator in the area of Economic Sciences and Management
at the National University of San Marcos. She is the Director of Tutoring and
Psychopedagogy at the National University Federico Villarreal. She is also the Director of
General Studies and Academic Coordinator of the Faculty of Law and Political Science at the
Peruvian University of Global Integration. She has 15 years of experience teaching in Basic
Regular Education. Evaluator, lecturer, and speaker at the national and international levels.
Author of several books, including: *Voces del Corazón*, *El Sendero de la Investigación*,
*Antarki*, *Huasahuasi Cultural*, etc., and poetry collections such as: *Brisas de Amor*,
*Pluma Sanjuanina*, *Voces del Corazón*, *El Silencio del Poeta*, etc. Her research focuses
on both quantitative and qualitative methods. She has published numerous articles in
indexed journals at the national and international levels, and in 2021 she was awarded Best
Professor at the School of General Studies of the National University of San Marcos, winning
the Agustinian Theater competition “Life is Better Now in My District.”.
EVELYN ZAVALA-ZAVALA obtained her Master's degree in Systems Engineering with a
specialization in Information Technology Management from the National University
Federico Villarreal (UNFV) in Peru in 2020. She earned her Bachelor's degree in Computer
and Systems Engineering from the University of San Martín de Porres (USMP) in 2006 and
her Bachelor's degree in Education with a specialization in English from the National
University Federico Villarreal (UNFV) in 2018. Currently, she is a full-time Assistant
Professor at the National University Federico Villarreal, having previously held a
management position at the same university in the Research Promotion Office of the Central
Research Institute. She was also Head of the Research Unit of the Faculty of Humanities
(URS-FH-UNFV). She is a member of the multidisciplinary team CADEP Acacia-UNFV and a
member of the Business, Economy, and Sustainable Development Research Group (EcoDes-
UNFV). Her main research topics include knowledge management, podcasts as self-directed
learning, self-directed learning strategies in students, quality frameworks in higher
education, the influence of digital skills on students, and smart personal learning
environments.
JOANES BENOTT-SANTANDER holds a Master's degree in Educational Administration and
a Master's degree in Political Science. She has completed doctoral studies in Education and
a Doctorate in Psychology (Federico Villarreal National University). She is a lawyer
specializing in Law and Political Science and holds a degree in Education.
Currently, she teaches in the Department of Linguistics and Literature at the Faculty of
Humanities of Federico Villarreal National University. She holds an International Diploma
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in Management Skills (ESAN University) and a Specialization in Executive Management
Education (Peruvian University of Applied Sciences, UPC). She also holds a Specialization in
Public Management from the Pontifical Catholic University of Peru. She has over 20 years of
experience teaching at the undergraduate and graduate levels. Research professor, member
of the Knowledge Community known as the Research Group: Educational Management for
Social Innovation “GEIS”. Member of the CADEP-ACACIA International Network. Facilitator
and trainer at national and international symposia.
Declaration of authorship-CRediT
DINA INGA-LINDO: Conceptualization, methodology, software, validation, data analysis,
research, resources, data curation, writing (original draft), writing (revision and editing),
visualization, supervision.
EVELYN ZAVALA-ZAVALA: Conceptualization, methodology, software, validation, writing
(original draft), writing (revision and editing).
JOANES BENOTT-SANTANDER: onceptualization, validation, writing the first draft,
securing funding.
Statement on the use of artificial intelligence
The authors declare that they did not use Artificial Intelligence (AI) tools at any stage of the
manuscript's development. No scientific content, results, analyses, or interpretations were
generated by artificial intelligence. All material was developed, reviewed, and validated by
the authors, who assume responsibility for its accuracy, rigor, and academic integrity
