000			03279ntm a2200337 i 4500
999			_c103101 _d103107
003			MY-KuUP
005			20251125111113.0
006			t||||fr|||| 000 0
007			ta
008			250808t20252025my a|||fr|||| 000 0 eng d
020			_aTHE0010139 (Local) _qHardback
040			_aUMPSA _beng _cUMPSA _erda
090			_aPBM .K43 2025 r Thesis
100	1		_aMohd Khairi Bin Razali, _eauthor.
245	1	0	_aEffects of language elaboration and development strategy in generating ideas for muet extended writing component / _cMohd Khairi Bin Razali
264		1	_aKuantan Pahang : _bUMPSA, _c2025
264		4	_c© 2025
300			_axiii, 121 pages : _billustrations (some color) ; _c30 cm.+ _e1 CD-ROM
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
347			_2rda _atext file _bPDF
500			_aCenter for Modern Language
502			_aThesis (Master of Science) -- Universiti Malaysia Pahang – 2025
504			_aIncludes bibliographical reference
520	3		_aGenerating 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.
610	2	0	_aCenter for Modern Language _xDissertations
650		0	_aUniversities and colleges _xDissertations
650		0	_aTheses _xDissertations
942			_2lcc _cTHESIS