In foreign language education, textbooks remain essential despite technological progress and various teaching methods. Turkish as a Foreign Language (TFL) is a relatively new area, making textbook design and content particularly significant. Although many studies have analysed textbooks for teaching Turkish as a foreign language, most focus on specific criteria or one theoretical approach. This research aims to give a broad overview of textbooks by evaluating five Turkish B1-level books based on layout, syllabus, skill distribution, authenticity, cultural focus, and idiom use. A qualitative approach was used, concentrating on reading passages. Cultural content was assessed through C1 (local culture), C2 (target culture), and C3 (global culture); idioms and proverbs were identified using the TDK dictionary. Results show that textbooks at the same level vary in structure and pedagogical strategies, offering valuable insights into Turkish as a foreign language textbook design.
Hürcan et al. (Sat,) studied this question.