Özet:

This research aims to reveal the differences and similarities between the countries in English listening skill, one of the four basic language skills within the scope of secondary school seventh grade English teaching programs in practice in Türkiye, Portugal and Poland in the 2021-2022 academic year. The study data were obtained by interview, document analysis and online survey application. Mixed method research design was used in the research, including both quantitative and qualitative data collection methods. The determination of the participants was based on voluntariness and criterion sampling methods. The opinions of six English teachers from Türkiye, two from Portugal and three from Poland, who participated voluntarily within the scope of the qualitative sample, were sought. In the quantitative sample, eighty one English teachers working at secondary school level in Salihli, Manisa, Türkiye, participated in the questionnaire prepared by the researchers. The opinions of Portuguese and Polish English teachers were taken in writing due to the distance of the countries. Descriptive and content analysis were used to analyze the data. According to the data obtained from the research, compared to the English teachers in Türkiye, Portuguese and Polish English teachers stated that they can be more comfortable and flexible in educational situations and choose their own textbooks while achieving the objectives of the English curriculum. While there are no listening tests for listening content in Türkiye during the evaluation of listening skills learning outcomes, listening tests are conducted in Portugal and Poland in order to see whether the objectives of listening skills are achieved. As a result of the interviews with the teachers, Turkish and Polish English teachers found the listening content insufficient, while Portuguese English teachers stated that the listening content was sufficient. As a result of the document analysis, it has been determined that the Polish English textbook has a richer scope compared to the Turkish and Portuguese English textbooks in terms of content and redundancy of units.

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