03279ntm a2200337 i 4500 0 0 lcc 0 0 10000 10000 2025-08-08 0 PBM .K43 2025 r Thesis T000003577 2025-08-08 00:00:00 1 2025-08-08 THESIS 0 0 lcc 0 6 10000 10000 2025-08-08 0 CD13767 T000003578 2025-08-08 00:00:00 1 2025-08-08 THESIS 103101 103107 MY-KuUP 20251125111113.0 t||||fr|||| 000 0 ta 250808t20252025my a|||fr|||| 000 0 eng d THE0010139 (Local) Hardback UMPSA eng UMPSA rda PBM .K43 2025 r Thesis Mohd Khairi Bin Razali, author. Effects of language elaboration and development strategy in generating ideas for muet extended writing component / Mohd Khairi Bin Razali Kuantan Pahang : UMPSA, 2025 © 2025 xiii, 121 pages : illustrations (some color) ; 30 cm.+ 1 CD-ROM rdacontent text rdamedia unmediated rdacarrier volume rda text file PDF 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. Center for Modern Language Dissertations Universities and colleges Dissertations Theses Dissertations lcc THESIS