Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students

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Published
2025-06-07
DOI
https://doi.org/10.9734/ajl2c/2025/v8i2255
Primary Topic
Technology-Enhanced Education Studies
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article
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article

Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students

Ariel E. San Jose, Femie C. Goles
Technology-Enhanced Education Studies
article

Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students

Ariel E. San Jose, Femie C. Goles
article en

Abstract

No abstract available for this paper.
Vol. 8(2)
University of the Philippines Mindanao (PH), University of Mindanao (PH), Southern Philippines Agri-Business and Marine and Aquatic School of Technology (PH)
Quality Education
Openalex Percentile: Top 87%
Technology-Enhanced Education Studies
DOISourceOpenAlex
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Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students — Ariel E. San Jose, Femie C. Goles · (2025) | TGRS Research Map | TGRS