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A Quantitative Comparison of Listening Activities in Local and International EFL Coursebooks in Türkiye | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 28 مهر 1405 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2026.150460.2845 | ||
| نویسندگان | ||
| Mehmethan Çevik* ؛ Ali Karakaş | ||
| Burdur Mehmet Akif Ersoy University | ||
| چکیده | ||
| Listening is often considered the most neglected of the four language skills in English as a Foreign Language (EFL) classrooms, yet coursebooks continue to serve as the primary source of aural input for many learners. While a substantial body of research has evaluated coursebooks through subjective checklists and criteria, comparatively little work has examined listening activities using objective, quantitative measures. This study addresses that gap by comparing the number, word count, and duration of listening activities in two local and two international coursebooks used at 12th grade or its B2+ equivalent in public and private institutions in Türkiye. Using a descriptive quantitative document analysis design, two independent raters manually classified 292 listening activities across 40 coursebook units according to eight established listening types: reactive, intensive, responsive, selective, interactive, extensive, autonomous, and interactional. Inter-rater reliability was almost perfect (Cohen’s Kappa = .968). Chi-square tests, independent samples t-tests, one-way ANOVA, and Tukey HSD post hoc tests were conducted using SPSS 27. Results showed that interactive and intensive listening dominated across coursebooks, while responsive and autonomous listening were absent. International coursebooks contained significantly more listening activities, words, and duration than local coursebooks, with large effect sizes, although one local and one international coursebook accounted for most of this difference. The findings suggest that both local and international coursebooks under represent several listening types central to communicative competence and learner autonomy, offering implications for coursebook writers, EFL teachers, and curriculum developers. | ||
| کلیدواژه‌ها | ||
| listening activities؛ coursebook analysis؛ EFL coursebooks؛ document analysis؛ Türkiye | ||
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