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Effects of language elaboration and development strategy in generating ideas for muet extended writing component / Mohd Khairi Bin Razali

By:

Mohd Khairi Bin Razali [author.]

Material type: Text

text

Media type:

unmediated

Carrier type:

volume

ISBN:

THE0010139 (Local)

Subject(s):

Dissertation note: Thesis (Master of Science) -- Universiti Malaysia Pahang – 2025 Abstract: Generating ideas in essay writing content is challenging for many students. It was identified that students need help starting to write content for MUET Extended writing component due to several proficiency reasons. Hence, the language elaboration and development (LED) strategy was designed to help students generate ideas by forming WH questions using identified keywords. This research is conducted to investigate the ability of 44 Upper Sixth Form students at SMK Maran to generate ideas in writing MUET Extended writing component, identify the effects of the LED strategy in aiding the students to develop ideas in writing the essays, and explore their perceptions towards the LED strategy in assisting them to generate ideas for essays. The embedded sequential explanatory mixed methods design through a two-phase need assessment survey, diagnostic tests, and semi-structured interviews are adopted to operationalise the study. The interventions via process writing activities are designed based on the result from the NA survey and diagnostic test 1 that uses the Jacobs ESL Composition Profile content criteria indicate the requirement to use LED strategy for the experimental group and free writing strategy for the control group. After 22 weeks of process writing activities and post-test, a comparison of diagnostic test scores using the Jacobs ESL Composition Profile content criteria is utilised to garner the study results. The comparison of diagnostic pre and post-test scores on idea generation showed that LED is the most preferable strategy. The qualitative findings also augmented the usefulness of the LED strategy in two aspects: enhancing writing techniques and developing other language skills. Further study could expand the advantages of the strategy in developing ideas and organising content paragraphs for MUET Guided writing component and other writing tests. It is also recommended that the LED strategy be tested on a larger pool of rural ESL post-secondary students and that its significance be validated using more analytic statistical analyses.

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Title notes ( 4 )

Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Thesis	UMPLIB GAMBANG	PBM .K43 2025 r Thesis (Browse shelf(Opens below))	1	Not for loan		T000003577
Thesis	UMPLIB GAMBANG	CD13767 (Browse shelf(Opens below))	1	In Transit		T000003578

Center for Modern Language

Thesis (Master of Science) -- Universiti Malaysia Pahang – 2025

Includes bibliographical reference

Generating ideas in essay writing content is challenging for many students. It was identified that students need help starting to write content for MUET Extended writing component due to several proficiency reasons. Hence, the language elaboration and development (LED) strategy was designed to help students generate ideas by forming WH questions using identified keywords. This research is conducted to investigate the ability of 44 Upper Sixth Form students at SMK Maran to generate ideas in writing MUET Extended writing component, identify the effects of the LED strategy in aiding the students to develop ideas in writing the essays, and explore their perceptions towards the LED strategy in assisting them to generate ideas for essays. The embedded sequential explanatory mixed methods design through a two-phase need assessment survey, diagnostic tests, and semi-structured interviews are adopted to operationalise the study. The interventions via process writing activities are designed based on the result from the NA survey and diagnostic test 1 that uses the Jacobs ESL Composition Profile content criteria indicate the requirement to use LED strategy for the experimental group and free writing strategy for the control group. After 22 weeks of process writing activities and post-test, a comparison of diagnostic test scores using the Jacobs ESL Composition Profile content criteria is utilised to garner the study results. The comparison of diagnostic pre and post-test scores on idea generation showed that LED is the most preferable strategy. The qualitative findings also augmented the usefulness of the LED strategy in two aspects: enhancing writing techniques and developing other language skills. Further study could expand the advantages of the strategy in developing ideas and organising content paragraphs for MUET Guided writing component and other writing tests. It is also recommended that the LED strategy be tested on a larger pool of rural ESL post-secondary students and that its significance be validated using more analytic statistical analyses.