This article presents a teaching innovation proposal aimed at promoting self-regulated learning to enhance the general skill of written communication in undergraduate students of History of Architecture. Written communication is a key competence in higher education, yet it often presents significant challenges for students, including organizing complex ideas, structuring arguments effectively, and engaging in critical analysis in a coherent manner.

The proposal is based on the design of practical activities that incorporate continuous feedback tools aligned with the three phases of self-regulation: planning, monitoring, and self-reflection. These activities foster active student participation and leverage digital tools to facilitate feedback and metacognition. The paper outlines the proposed strategies and their potential impact on improving students' ability to regulate their learning, set goals, monitor their progress, and reflect on their learning processes, particularly in relation to written communication.

Keywords: Soft skills, Self-regulation, Academic writing, Architecture, History, Digital tools.