Eye-Tracking A2 Reading in Teaching Turkish as a Second Language

ABSTRACT

The Common European Framework of Reference for Languages (CEFR) is widely used in the design of curricula and materials for Teaching Turkish as a Second Language (TTSL), yet concerns remain about the consistency of text difficulty across CEFR-labeled materials. This study examined 31 B1-level international learners of Turkish as they read four CEFR-labeled A2 reading texts from Hitit, İstanbul, Gazi, and Yunus Emre coursebooks. Eye movements were recorded using a Tobii Pro X2 60 Hz eye tracker, measuring reading time, fixation duration, fixation count, regressive saccades, and return sweeps, while comprehension was assessed through six-item multiple-choice tests administered after each reading. The results revealed significant variation among texts: Hitit and Gazi elicited shorter reading times, fewer fixations, and higher comprehension scores, whereas İstanbul and Yunus Emre required longer processing times, more regressions, and produced lower comprehension outcomes. Gender differences were minor, but the reading direction of the native language significantly affected processing efficiency, with left-to-right readers outperforming right-to-left readers. These findings demonstrate that CEFR-labeled A2 texts differ substantially in cognitive demand, challenging the assumption of uniformity across TTSL coursebooks. The study highlights the value of eye-tracking as an objective method for evaluating text difficulty and recommends its integration into material development and assessment practices to ensure equitable and level-appropriate learning experiences for TTSL learners.