Abstract Despite the great amount of studies demonstrating the positive impact of Project-Based Learning (PjBL) on EFL learners' writing skills in various contexts, there exists a gap in research regarding its application within the specific context of Iraq. Therefore, this study investigated fostering writing Skills through project-based learning in context of Iraq EFL education. Using an experimental group and a control group, the researcher employed a pre-test/post-test quasi-experimental approach to determine the answer to the research question in this study. The current study included two classes of low-intermediate EFL students (n=17 in each class). Data were collected through administrating pre-and post-test (The IELTS Writing Task 2) to the EFL learners. EFL learners in the control group received instructions using the conventional technique, and learners in the experimental group received instructions via PjBL developed by Maftoon et al. (2013). The data was analyzed using the independent samples T-test to compare the mean scores of the pre-test and post-test within and between the experimental and control groups. Additionally, effect size calculations were performed to assess the magnitude of the intervention's impact on writing skills. The comparison between two groups of study showed that there was a significant difference between the average writing scores in the post-test of the experimental and control groups. Therefore, the researcher can claim the project-based learning does have a significant effect on EFL learners’ writing skill of Iraqi students at lower-intermediate level of proficiency. Keywords: Writing Skills, Maftoon et al. (2013) Framework, PjBL, Student-Centered Approach
