Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students
Femie C. Goles & Ariel E. San Jose · Asian Journal of Language, Literature and Culture Studies · 2025
Learners often struggle with task-based learning due to unclear tasks and misalignment with their cognitive abilities. This study examines the significance of metacognitive writing strategies and writing apprehension as predictors of task-based learning. Utilizing a descriptive-c...
Open access
Research Article
10.9734/ajl2c/2025/v8i2255