Writing skills is a skill that students do not prefer. It is crucial to encourage, promote and support the efforts of learners and educators who are constantly developing their teaching and learning based on their needs, motivations and characteristics, with the resources available around them (Council of Europe, 2001). The aim of this framework is to provide a more constructive assessment, language learning and teaching. The Common European Framework (CEFR) consists of five components which are 1) language awareness-grammar, 2) listening skills, 3) reading skills, 4) writing skills and 5) speaking skills. To further improve the quality of English among learners, the Education Ministry introduced the Common European Framework, where the first batch of pupils involved in the implementation of CEFR sat for their Sijil Pelajaran Malaysia (SPM) in the year 2022/2023. (2021) clarified that this is a status the English language has held since gaining independence. Students in Malaysia learn English as a second language beginning from primary education until tertiary education. Sani & Ismail (2021) concluded that English is still relevant as a lingua franca students are expected to learn to survive the demands and the challenges of 21st-century education. It is spoken throughout the world, and it is taught as either English as Foreign Language (EFL) or English as Second Language (ESL). The English language, commonly referred to as the lingua franca, is a universal language for people whose native or first language is not the same. Overall, the findings reflect a positive result. The findings revealed that there was a significant difference in the pre-test score (M = 8.19, SD = 2.562) and post-test scores (13.81, SD = 3.124) given the conditions t (15) = -9.893, p = 0.005 which proves that students’ narrative writing performance does show improvement after comparing both the pre-test and post-test scores using SPSS. It uses descriptive analysis and statistical analysis of pre-test and post-test scores using SPSS and semi-structured interviews, which were thematically analysed as e vidence. The instruments used in this study are pre-test scores, po st-test scores and semi-structured interviews. A total of 16 students were selected as research samples through purposive sampling. ![]() In line with these, this study aims to investigate if there is a significant difference in students’ narrative writing performances after implementing the mind map technique. ![]() However, written communicative competence among students is still low as students could not deve lop, organise and structure their written paragraphs appropriately. English is taught in Malaysia from the primary level until the tertiary level. The English language is a widely used communicative language worldwide as more people take up English as Second Language (ESL).
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