The effecton reflective thinking's-based writting act,vities on written expression abilities, writing's attitude and writing anxiety of 8th grade students

This research has been conducted with the purpose of determining the effect of reflective thinking- based writing techniques on written expression skills, writing attitudes and concerns of 8th grade students. In the research, pre-test/post-test experimental-control group qasi-experimental desing has been adopted. The research has been conducted with 60 student attending 8-E and 8-F grades of 25 Aralık Secondary School in Gaziantep province Şahinbey district during the been comprised of 30 students, namely 15 female and 15 male student in the 8-F class, and the control group has been comprised of 30 students, namely 15 female and 15 male students in the 8-E class. In the application stage of research ,the experimental group participated in reflective thinking- based writing activities for eight weeks, three hours a week; and the control group, within activities of the 8th grade study book. In the research written expression papers have been used as the data collection tool and assessed according to the essay assesment criteria. Student's attitudes toward writing have been evaulated with the writing attitude scale-developed by Akaydın and Kurnaz (2015), and their concerns toward writing have been evaulated with the writing concern scale adapted by Özbay and Uyar (2011) from Daly-Miller. SPSS 16.0 package program has been used in the analysis of research data, and t-test has been performed through the obtained data. One of the finding of the research indicates that reflective thinking's-based writing activities is an effective and efficient class activity in developing the written expression skills of students. Another finding of research is that; the conventional writing activities, which prioritizes inviduality, have not had a positive influence on any sub-skills other than written expression discovery skills. A significant difference has not been observed between the control group, which participated in conventional writing activities, and the experimental group, in which a reflective thinking-based writing education has been provided, in terms of positive development of writing attitude and decreasing the writing concern. Key Words: Contructivism, Reflective Thinking, Writing Activities, Writing Expression Skills, Writing Attitude, Writing Anxiety.