Abad Castro, Rosa IsabelMartínez García, CristinaSuárez Coalla, Paz2026-02-192026-02-192025-09-02Abad-Castro, R.I., Martínez-García, C. & Suárez-Coalla, P. Impact of digital tools for the development of written expression in German as a foreign language in young Spanish speaking adults. Read Writ (2025). https://doi.org/10.1007/s11145-025-10692-210.1007/s11145-025-10692-2https://hdl.handle.net/20.500.14352/132730Written production in a foreign language presents a complex challenge that requires multiple skills, but it is an essential objective in our globally connected society. For Spanish speakers learning German, this task can be particularly challenging due to differences in linguistic structures, vocabulary, and orthography. This focus highlights the importance of understanding the strategies employed by writers, the challenges they encounter, and then the resources to improve writing skills. The present study aimed to characterise the process and product of writing in German as an Additional Language in Spanish speakers and investigate whether the use of digital resources enhance writing quality. To achieve the objective, young adults in higher education with Spanish as native language and learners of German as a foreign language participated in the study. Participants had to produce two written compositions in German, using Inputlog software, one of which they could use and consult digital tools to support them in the development of the task. Results showed that participants using digital tools produced longer, higher-quality texts with fewer errors compared to those without resources. Digital aids during text composition helped to reduce cognitive demands, improving both lexical accuracy and composition quality. The use of resources also led to more elaborated responses, enhancing text quality, whereas the absence of such tools resulted in more frequent pauses, errors, and shorter bursts of writing. These findings highlight the significant role digital tools play in supporting foreign language writing by reducing cognitive demands and enhancing text qualityengjournal articlehttps://doi.org/10.1007/s11145-025-10692-2https://link.springer.com/article/10.1007/s11145-025-10692-2open access811.112.2Lengua alemanaEnseñanza de idiomasNeurocienciaFilología alemana57 Lingüística