The study aimed to systematically analyze studies published between 2013 and 2025 on the second-grade primary school EFL curriculum in Türkiye. The study identified the strengths and weaknesses of the components of the English curriculum and examined the suggestions proposed regarding implementation issues. In order to answer the research questions, 27 studies were analyzed using content analysis, and their methodological characteristics were reviewed. The analysis revealed that the objectives constituted the strongest component of the second-grade English curriculum, whereas the assessment component was the weakest. The problems with the curriculum implementation include the incompatibility of the curriculum with the Common European Framework of Reference (CEFR) for Languages, insufficient class hours, teachers’ inclusion of reading and writing skills even though they are not included in the learning outcomes, individual differences between students, students’ unpreparedness for foreign language learning, inadequate instructional materials, and parents’ lack of interest in foreign language education. The findings revealed that, while the curriculum is well-structured in terms of its objectives, its effectiveness is hindered by persistent challenges in assessment and implementation. This underscores the importance of improving the alignment between curricular intentions and instructional practices, highlights the need for targeted improvements in assessment practices, and offers practical insights for ongoing curriculum development efforts.
Genç et al. (Thu,) studied this question.
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