Reivindicar el aula más allá del “copiar y pegar”: escritura colaborativa y prácticas low-tech en ELE

The rapid proliferation of translation software and generative artificial intelligence has significantly reshaped writing practices in Spanish as a Foreign Language (SFL), enabling students to produce texts that often surpass their actual linguistic competence. While these tools present valuable opportunities for enriching language learning, their uncritical use risks fostering a superficial sense of fluency and undermining the development of authentic writing skills.
This paper addresses the increasing tendency among learners to rely on “copy, paste, and adapt” strategies when completing writing tasks outside the classroom. Such practices raise critical concerns regarding authorship, learner autonomy, and the development of higher-order thinking skills. In response, this study proposes a pedagogical shift that repositions the classroom as the central space for written production, privileging collaborative and low-tech approaches that reduce technological dependence and promote metacognitive engagement.
Grounded in a socio-constructivist framework, this approach encourages learners to actively monitor their language production and negotiate meaning with peers through structured collaborative tasks. By removing access to online translators and automated correction tools, students are required to engage more deeply with the language, while interaction with “more capable others” (teachers and advanced peers) provides scaffolding and immediate, targeted feedback. This process fosters self-regulation, critical evaluation, and a stronger sense of authorship.
Drawing on classroom practice at the University of Strathclyde, the paper presents examples of “unplugged” writing activities, including summaries and opinion texts, designed to enhance cognitive engagement and critical thinking. It concludes with a reflection on the implications of digital mediation in language education and outlines strategies to restore learner agency and support the development of genuine linguistic competence.