Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students
- DOI
- 10.9734/ajl2c/2025/v8i2255
- Published
- 2025-06-07
- Container
- Asian Journal of Language, Literature and Culture Studies
- Publisher
- Sciencedomain International
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.9734/ajl2c/2025/v8i2255,
title = {Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students},
author = {Femie C. Goles and Ariel E. San Jose},
year = {2025},
journal = {Asian Journal of Language, Literature and Culture Studies},
doi = {10.9734/ajl2c/2025/v8i2255},
url = {https://doi.org/10.9734/ajl2c/2025/v8i2255}
}RIS
TY - JOUR TI - Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students AU - Femie C. Goles AU - Ariel E. San Jose PY - 2025 JO - Asian Journal of Language, Literature and Culture Studies DO - 10.9734/ajl2c/2025/v8i2255 UR - https://doi.org/10.9734/ajl2c/2025/v8i2255 ER -
APA
Goles, F. C., & Jose, A. E. S. (2025). Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students. Asian Journal of Language, Literature and Culture Studies. https://doi.org/10.9734/ajl2c/2025/v8i2255
Source records
- crossref · retrieved 2026-09-25T22:19:31.312Z