摘要：The aim of this study is to figure out the effects of Project Based Learning Approach (PBLA) on writing skills and writing anxiety of middle school students. Method of the study is quasiexperimental design with pre-test post-test control groups. The research was carried out among 100 students who study in the 7 th grade in 2016-2017 education year in Cengizhan Middle School which is in Kağıthane region of İstanbul province. While PBL stages were followed in the experimental group, stages of current Turkish Lesson Curriculum were followed in the control group. The experimental study lasted 10 weeks. For the data collection, Written Expression Skills Graduate Grading Key, Writing Anxiety Scale, Personal Information Form, and Project Evaluation Scale prepared by the researchers were used. Results of this research showed that success points of written expression skills of students were significant and higher in experimental groups’ favour. In addition, it was concluded that writing anxiety points of students in experimental andcontrol groups differed on a statistically significant level in experimental groups’ favour. According to these results, it can be stated that implementation of PBL in Turkish lessons is effective for the improvement of students’ writing skills and in the elimination of their writing anxiety.
其他摘要：Bu çalışmanın amacı, Proje Tabanlı Öğrenme Yaklaşımının (PTÖY) ortaokul öğrencilerinin yazma becerilerine ve yazma kaygılarına etkisini araştırmaktır. Çalışmanın yöntemi ön test-son test kontrol gruplu yarı deneysel desendir. Araştırma, İstanbul ili Kağıt
