Abstract:

In this study, it was aimed to determine the effect of writing for learning activities on primary school students' writing skills, writing attitude and writing anxiety. In the study, a quasi-experimental design with pre-test-post-test control group, one of the quantitative research methods, was used. The study group consists of 40 fourth grade students studying in a primary school in the centre of Kırıkkale province in the spring term of 2022-2023 academic year. Personal Information Form, Writing Anxiety Scale, Writing Attitude Scale and Graded Scoring Key for Evaluating Written Expression were used as data collection tools. During the experimental application process, writing activities for learning purposes were carried out with the experimental group for 10 weeks, and no intervention was made to the control group. In the analysis of the data, t-test for dependent and independent groups, Wilcoxon signed-rank test and Mann Whitney U test were used. In addition, the effect size value was calculated for the results obtained. According to the results of the research, it was seen that the experimental group students' written expression skills improved significantly, while there was no difference in the written expression skills of the control group students. It was determined that there was no significant difference between the pre-test and post-test scores of the experimental group students' writing attitude and writing anxiety; there was a regression in the writing attitude of the control group students and no significant change in writing anxiety.

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