Textbooks and tools for teaching foreign languages are constantly changing. In teaching Arabic as a foreign language, new materials and interactive training are being created. This study examines an Arabic teaching set called "Miftâh’ul-Arabiyye," which has been used in many schools and language courses recently. This study focuses on listening activities, which are often overlooked compared to reading, speaking, and writing skills in language teaching. It examines these activities at the A1 and A2 levels in the nine-book Arabic set. The evaluation was based on the Common European Framework of Reference for Languages (CEFR) standards for A1 and A2 levels. The CEFR, updated in 2020, is a method that defines language skill levels and is used worldwide. This study used a qualitative method to analyze documents and describe the findings. The analysis revealed 118 listening activities in A1 level book and 46 activities in A2 level book. A1 book showed highest frequency in Overall Oral Comprehension (f = 119) and Understanding Conversation Between Other People (f = 48), while A2 book demonstrated strengths in Overall Oral Comprehension (f = 70) and Understanding Audio (or Signed) Media and Recordings (f = 46). Both books demonstrated compatibility with CEFR standards in unit themes, recordings, and dialogues but showed deficiencies in pre-listening activities and multimedia integration. The study recommends balancing the distribution of activities, increasing listening to exercises, strengthening visual support, and integrating multimedia content to ensure full compliance with the CEFR.
Zeynep Arkan (Mon,) studied this question.
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