References
Achor, E. E. (2022). Curriculum development and implementation in Nigerian education. Makurdi: Aboki Publishers. Achor, E. E. (2022). Integrating technologies in curriculum development. WCCI Journal of Curriculum and Instruction, 13(1), 4–33. Adebayo, O. O., & Adebiyi, A. A. (2021). Process writing approach and students’ intrinsic motivation in secondary school English composition. International Journal of Language and Literature Studies, 3(2), 115–126. Adelabu, B. O. (2019). Effects of the process writing approach on secondary school students’ narrative composition achievement in Lagos State. Journal of Educational Research and Development, 14(1), 45–56. Adeyemi, T. O., & Adu, E. T. (2018). Assessment of English language performance in the West African Senior School Certificate Examination. African Journal of Educational Studies, 10(2), 67–78. Ahmed, S. (2020). Gender differences in writing achievement among secondary school students. Journal of Educational Psychology Research, 8(1), 32–41. Al Rashidi, O., & Phan, H. (2019). Education context and English teaching and learning in the Middle East: Challenges and opportunities. English Language Teaching, 12(7), 1–10. Apoko, A. N. (2023). Motivation as a psychological factor influencing students’ achievement in writing. Journal of Language Education and Research, 15(2), 45–58. Atmoko, A., Saputra, W. N., Hambali, I. M., & Wahyuni, E. T. (2022). Achievement motivation and learning behaviour of students during COVID-19 pandemic: Gender differences. Pegem Journal of Education and Instruction, 12(4), 260–268. Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28–42. Davwet, L., Damar, B., Goyit, M., & Kajang, T. (2019). Curriculum implementation and learning outcomes in Nigerian secondary schools. Journal of Curriculum and Instruction, 11(1), 23–35. Dörnyei, Z., & Ryan, S. (2016). The psychology of the language learner revisited. Routledge. Federal Republic of Nigeria. (2014). National policy on education (6th ed.). Nigerian Educational Research and Development Council. Gomwalk, S. H., Enighe, J. M., & Marshal, D. A. (2023). Effects of instruction in pre-writing strategy on students’ achievement in idea organization and paragraphing. Asian Journal of Education and Social Studies, 47(3), 45–57. Graham, S., MacArthur, C., & Fitzgerald, J. (2017). Best practices in writing instruction (2nd ed.). Guilford Press. Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge. Kisigot, J., Ogula, P., & Munyua, J. (2021). Gender differences in writing performance among secondary school students. International Journal of Education and Research, 9(4), 81– 94. Limpo, T., Alves, R. A., & Fidalgo, R. (2019). Teaching writing to improve students’ writing skills: A systematic review. Educational Psychology Review, 31(2), 377–414. Mahana, M., Dash, S., & Mishra, B. (2021). Teaching writing skills in ESL classrooms: Challenges and strategies. International Journal of Applied Linguistics, 10(1), 45–56. Mizan, M. R. (2022). What is curriculum? Definition and importance of curriculum. Retrieved from https://mizanurrmizan.info/ Muthoni, P., & Nyaga, P. (2022). Effects of process writing approach on secondary school students’ writing performance in Kenya. African Journal of Language and Literacy Education, 6(1), 55–68. Noguera, P. (2018). Gender and academic achievement: Implications for educational practice. Educational Research Review, 13(2), 97–109. Oguntade, A., & Akinwamide, T. (2022). English language proficiency and academic advancement in Nigerian tertiary institutions. Journal of Language and Education in Africa, 4(1), 21–34. Owusu-Akyaw, A. (2020). Process writing approach and students’ writing fluency in Ghanaian secondary schools. West African Journal of Education, 40(1), 112–124. Özen, S. (2017). The role of motivation in language learning. International Journal of Educational Psychology, 6(2), 127–146. Parajuli, K., & Thapa, R. (2017). Gender differences in academic achievement: A review of literature. Journal of Education and Practice, 8(25), 50–55. Pearson, P. D. (2022). Teaching reading and writing in secondary schools. Pearson Education. Saidu, S. (2021). Curriculum planning and implementation in Nigerian secondary education. Nigerian Journal of Curriculum Studies, 28(1), 14–26. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. Ugodulunwa, C. A. (2020). Fundamentals of educational measurement and evaluation (2nd ed.). Jos: Fab-Anieh Nigeria Ltd. UNESCO. (2020). Education for sustainable development goals: Learning objectives. UNESCO Publishing.