Textbooks constitute instructional materials in teaching Turkish as a foreign language, and examining their content is crucial for improving instructional quality. Among the four language skills, listening is one of the most challenging areas for learners; therefore, research focusing on listening should be prioritized. Although listening texts are designed according to proficiency levels, learners may experience difficulties in comprehending and interpreting them, particularly when texts exceed the intended level. Similar to reading materials, features such as word count and sentence length influence the comprehensibility of listening texts. This study aims to determine the listenability levels of A2 and B1 listening texts, identify variables affecting listenability, and examine the relationship between listening texts and accompanying activities. Findings reveal that although texts differ in difficulty across levels, activities accompanying more challenging texts often fail to promote cognitive engagement. The study is expected to contribute to listenability research and improving textbook quality.
Turkish as a foreign language, textbooks, listenability, listening texts.