<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662025000100073</article-id>
<article-id pub-id-type="doi">10.37843/rted.v18i1.523</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La Influencia del Lenguaje Virtual en la Ortografía y la Redacción de Textos en Adolescentes]]></article-title>
<article-title xml:lang="en"><![CDATA[The Influence of Virtual Language on Spelling and Text Writing in Adolescents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrández-Candelao]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belda-Torrijos]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cardenal Herrera-CEU Universities  ]]></institution>
<addr-line><![CDATA[Alfara del Patriarca Valencia]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Cardenal Herrera-CEU Universities  ]]></institution>
<addr-line><![CDATA[Alfara del Patriarca Valencia]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2025</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>73</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662025000100073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662025000100073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662025000100073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En las últimas décadas, las redes sociales han pasado a ser una parte esencial de la vida cotidiana, especialmente entre los adolescentes. Plataformas digitales como Facebook, Instagram, Twitter y WhatsApp son hoy sitios fundamentales para la interacción y la expresión. La investigación tuvo como objetivo analizar cómo el uso intensivo de plataformas digitales afecta tanto las habilidades de escritura como la comprensión de los estudiantes de secundaria. La investigación se fundamentó bajo el método sistemático, paradigma fenomenológico, hermenéutico, enfoque cualitativo, con diseño narrativo-descriptivo, de tipo documental bibliográfico y de corte transversal. La muestra de esta investigación incluyó alumnos de secundaria provenientes de diversas provincias. La metodología empleada abarcó revisiones bibliográficas, el análisis de diferentes bases de datos académicas, además de encuestas y observaciones para obtener una visión integral sobre el uso del lenguaje digital entre los adolescentes. Los resultados indicaron que el lenguaje utilizado en redes sociales, caracterizado por textismos, omisión de tildes y falta de puntuación, contribuye al deterioro de las habilidades ortográficas de los jóvenes. También se observa que los errores se trasladan al ámbito académico. Asimismo, se identificó que la comunicación instantánea junto con la neografía refleja una tendencia hacia la simplificación de las normas lingüísticas. Aunque el uso de redes sociales facilita tanto la comunicación como el entretenimiento, plantea desafíos significativos en el desarrollo de competencias lingüísticas formales. Se recomienda implementar metodologías educativas que motiven a los estudiantes a distinguir entre registros informales y académicos, así como fomentar un uso adecuado del lenguaje en diversos contextos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Social media has become essential to everyday life in recent decades, especially among teenagers. Digital platforms such as Facebook, Instagram, Twitter, and WhatsApp are fundamental spaces for interaction and expression today. The research aimed to analyze how the intensive use of digital platforms affects high school students' writing skills and comprehension. The research was based on the systematic method, phenomenological paradigm, hermeneutic, and qualitative approach, with a narrative-descriptive design of a bibliographic documentary type and cross-sectional. The sample of this research included high school students from various provinces. The methodology used included bibliographic reviews, the analysis of different academic databases, and surveys and observations to obtain a comprehensive view of the use of digital language among teenagers. The results indicated that the language used on social media, characterized by textisms, omission of accents, and lack of punctuation, contributes to the deterioration of young people's spelling skills. It is also observed that these errors are transferred to the academic field. It was also identified that instant communication, together with neography, reflects a trend toward the simplification of linguistic norms. Although the use of social networks facilitates communication and entertainment, it poses significant challenges in developing formal linguistic competencies. Implementing educational methodologies that motivate students to distinguish between informal and academic registers is recommended, as well as encouraging appropriate use of language in various contexts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Redes sociales]]></kwd>
<kwd lng="es"><![CDATA[ortografía]]></kwd>
<kwd lng="es"><![CDATA[comunicación]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[competencias lingüísticas]]></kwd>
<kwd lng="en"><![CDATA[Social networks]]></kwd>
<kwd lng="en"><![CDATA[spelling]]></kwd>
<kwd lng="en"><![CDATA[communication]]></kwd>
<kwd lng="en"><![CDATA[adolescents]]></kwd>
<kwd lng="en"><![CDATA[language competences]]></kwd>
</kwd-group>
</article-meta>
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