TÜRKIYE CENTURY MAARIF MODEL VS. PRE-TÜRKIYE CENTURY MAARIF MODEL: A COMPARATIVE ANALYSIS OF 9TH GRADE ENGLISH TEXTBOOKS

410 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar TÜRKIYE CENTURY MAARIF MODEL VS. PRE-TÜRKIYE CENTURY MAARIF MODEL: A COMPARATIVE ANALYSIS OF 9TH GRADE ENGLISH TEXTBOOKS İbrahim Yaşar KAZU Prof. Dr. Fırat University, Institution of Educational Sciences Murat KUVVETLİ Fırat University, Institution of Educational Sciences https://doi.org/10.5281/zenodo.17633415 Abstract: This comprehensive academic study comparatively analyses the structural, thematic, and pedagogical approaches of the 9th Grade English textbook sets—the Waymark Year 9/B1.1, published under the Century of Türkiye Education Model (TCMM), and the preceding Teenwise Grade 9 set. Employing a qualitative document analysis of both Student's Books and Workbooks, the research investigates the philosophical underpinnings and adherence to CEFR (Common European Framework of Reference for Languages) alignment. The primary finding reveals a dramatic escalation in the target proficiency level: while the official MoNE 2018 Curriculum aimed for A1/A2 proficiency, the new Waymark series is explicitly labelled and structured around the B1.1 level. This study demonstrates a shift from the constructivist/task-based learning (TBL) approaches that underpinned the previous curriculum toward a postmodern/high-proficiency paradigm utilising guided discovery and intensive content delivery. A detailed workbook analysis reveals that the Waymark series utilises more sophisticated task typologies (e.g., listening for unmentioned details) to promote higher-order thinking skills, thereby validating the new program's focus on accelerated skill acquisition, despite a critical incongruity with the officially mandated foundational proficiency level. Keywords: CEFR, constructivism, textbook analysis, postmodern pedagogy, TCMM. 1. Introduction English language textbooks serve as central instruments in foreign language education, embodying the pedagogical philosophy and national educational goals of a country. In Türkiye, the recent curriculum revisions—culminating in the Century of Türkiye Education Model (TCMM)— represent significant pivots toward adapting to international standards and modern pedagogical methodologies. The MoNE 2018 curriculum (Teenwise) structured textbooks around A1/A2 CEFR levels, with a focus on foundational language skills and themes relevant to Turkish learners (Arslan & Curle, 2021; Gedik & Kolsal, 2022). TCMM’s Waymark set targets B1.1, introducing more complex language structures, broader thematic content, and increased cognitive demands, aiming for greater learner autonomy and real-world communicative competence (Arslan & Curle, 2021; Erkir et al., 2025). Thematic content in newer textbooks is more varied, with a growing emphasis on integrating global issues and sustainable development. However, engagement with these themes is often limited to cognitive aspects, rather than including socio-emotional or behavioural dimensions. (Arslan & Curle, 2021; Dimici, 2025). The shift to B1.1 proficiency expectations in TCMM represents a nonincremental leap, requiring students to demonstrate a higher level of lexical and syntactic complexity. (Gedik & Kolsal, 2022). Earlier textbooks (Teenwise) were criticised for a mismatch between textbook content and national exam requirements, with exams demanding higher complexity than the textbooks provided (Gedik & Kolsal, 2022). Both curricula claim CEFR alignment, but implementation varies: 411 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar newer materials present improved integration of CEFR descriptors, especially for productive and interactive skills. (Demirel & Fakazlı, 2021; İpek & İpek Eğilmez, 2023). The TCMM model emphasises communicative competence, collaborative tasks, and 21stcentury skills, moving away from rote learning and exam-oriented practices. (Atıcı, 2023; Erkir et al., 2025). However, challenges persist: oral communication, learner autonomy, and critical thinking remain underdeveloped in practice, and teachers require further training to implement CEFR-based innovations fully. (Cebi & Gilanlıoğlu, 2023; Demirel & Fakazlı, 2021; Erkir et al., 2025). This study aims to critically compare the Teenwise Grade 9 textbook set (reflecting the MoNE 2018 curriculum) and the Waymark Year 9/B1.1 set (TCMM implementation). The objective is to scientifically analyse the structural differences, proficiency expectations, thematic shifts, and pedagogical innovations resulting from this policy change. The core significance of this research lies in its in-depth comparative analysis of two complete textbook sets, particularly regarding the radical, non-incremental shift in the targeted CEFR level from A1/A2 to B1.1. 1.1. Research Questions 1. What are the philosophical and pedagogical differences (constructivism/TBL vs. postmodern tendencies) reflected in the TCMM 2025 (Waymark) and MoNE 2018 (Teenwise) textbook approaches? 2. What specific and explicit differences exist between the two textbook sets concerning targeted CEFR proficiency, unit themes, content intensity (number of units), and core grammatical/functional structures? 3. How does the Waymark series integrate 21st-century skills (e.g., critical thinking, problemsolving) using concrete pedagogical tools (task typology) compared to the previous programme? 2. Comprehensive Literature Review: Theoretical Frameworks 2.1. Constructivism vs. High-Proficiency Paradigm 2.1.1. MoNE 2018: Constructivism and the Spiral Curriculum The MoNE 2018 Secondary Education English Program is grounded in constructivism, implementing methodologies such as the communicative approach (CA) and task-based learning (TBL) (MoNE, 2018). Crucially, this framework mandates a spiral curriculum approach, where content is revisited and expanded, starting in 9th grade at the A1/A2 level. This low entry level is justified by the heterogeneous proficiency levels of students entering high school, necessitating a review of A1 content to solidify fundamental structures, such as ' to be', 'have got/has got', and imperatives (MoNE, 2018). This reflects a supportive pedagogical approach aimed at gradual mastery. 2.1.2. TCMM 2025: Postmodern Tendencies and Accelerated Competence The structural shift to B1.1 in the Waymark series —a level typically reserved for 10th grade — coupled with the extensive use of Guided Discovery and high-intensity, condensed unit structures, suggests an alignment with Postmodern Pedagogical Tendencies (MoNE, 2025). This pedagogical choice is explicitly defined in the Waymark Student's Book (p. 16), which describes its "Language Awareness" section as "Tasks that are designed to guide students to notice and analyse grammar structures... through text analysis, rule discovery" and its "Let’s Discover" section as "Guided discovery tasks for independent grammar rule deduction". This paradigm prioritises accelerated competency and learner autonomy, demanding quick adaptations to complex global contexts. The Guided Discovery method requires students to deduce grammar rules from examples inductively rather than receiving explicit instruction, forcing immediate engagement with higher-order thinking skills at a level not traditionally expected in the foundational A1/A2 phase. This represents a 412 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar significant divergence from the supportive spiral progression of the MoNE 2018 Constructivist model (MoNE, 2018). 2.2. The CEFR Incongruity The most significant theoretical conflict lies in the mismatch between the official MoNE requirement (A1/A2) and the textbook's explicit target (B1.1). While the MoNE curriculum anticipates that students will reach B2+ by graduation, the prescribed path begins with an A1 review. The Waymark B1.1 target bypasses this foundational review, introducing complex functions and linguistic structures earlier. This accelerated pace challenges the fundamental premise of the constructivist curriculum and risks placing an excessive cognitive burden on students whose foundational A1/A2 competencies may be weak. 2.3. 21st Century Skills Integration The Turkish curriculum emphasises 21st-century skills, including Critical Thinking and Problem-Solving. Research suggests that existing Turkish textbooks often prioritise these skills in reading materials, but the overall coverage is inadequate (Dilekçi & Karatay, 2023). The structural analysis of the Waymark Workbook tasks, which require inference and distinguishing information (e.g., True/False/Not Mentioned), indicates a deliberate attempt to operationalise these Upper-Level Thinking Skills through task typology, a requirement when teaching at the B1 level (MoNE, 2025). 3. Methodology 3.1. Research Model This study employed a Qualitative Document Analysis to conduct a systematic and comparative review of the two 9th-grade English textbook sets against the theoretical frameworks of Constructivism/TBL and Postmodern Pedagogy. This methodological approach is consistent with the logic of case-oriented, comparative research, which serves as a practical strategy for understanding complex, real-world situations. (Cragun et al., 2016). The analysis treats the two textbook sets as distinct cases within a "small-N case study research" design, allowing for a systematic, cross-case comparison. (El Sherif et al., 2024). The objective is to evaluate the attributes of each case in a "holistic fashion" rather than in the "reductionist manner” typical of large-sample statistical methods. A key advantage of this comparative approach is its ability to identify "causal complexity" and, crucially, to account for equifinality—the principle that "different combinations of conditions can lead to the same outcome" (Pappas & Woodside, 2021). In this context, it allows for the possibility that one textbook (Case A) may achieve alignment with the target pedagogical framework using one set of features. In contrast, the second textbook (Case B) may achieve the exact alignment through a completely different combination of conditions. This method is therefore ideal for deriving solutions and "patterns of conditions” (i.e., specific textbook features) that are uniquely associated with the presence of the desired pedagogical outcomes. 3.2. Data Corpus The data corpus included: 1. Pre-TCMM (MoNE, 2018): Teenwise Grade 9 Student’s Book and Workbook (Ünal, 2019a; Ünal, 2019b). 2. TCMM (2025): Waymark Year 9/B1.1 Student’s Book and Workbook (TCMM, 2025a; TCMM, 2025b). 3.3. Data Analysis and Coding Framework 413 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar Analysis focused on the following specific criteria, incorporating detailed unit and page number references: 1. Curricular Philosophy Analysis: Comparison of the stated and inferred philosophical orientation (e.g., TBL vs. Guided Discovery). 2. Comprehensive Unit Mapping: Detailed comparison of all 10 Teenwise units against the 8 Waymark units across themes, grammatical foci, and content density (Table 2). 3. Pedagogical Typology Analysis: Categorisation of workbook exercise types (e.g., mechanical practice, listening for specific detail/inference) to determine the focus on form (A1/A2 focus) versus function/critical thinking (B1.1 focus) (Table 3). The research procedure can be seen in Figure 1 below: Figure 1. The procedure of the research. The research’s goal was to examine each set holistically to identify patterns of condition— specific textbook features linked to different pedagogical outcomes. The data corpus included the complete Teenwise Grade 9 (Pre-TCMM) and Waymark Year 9/B1.1 (TCMM) student and workbook sets. The analysis followed a three-part coding framework: (1) Curricular Philosophy Analysis, which compared the explicit and implicit instructional orientations (e.g., Task-Based Learning vs. Guided Discovery); (2) Comprehensive Unit Mapping, which systematically aligned all units in both books to compare themes, grammatical focuses, and content density; and (3) Pedagogical Typology Analysis, which classified workbook tasks according to their cognitive focus, determining whether they emphasized mechanical form practice (A1/A2) or critical thinking and functional communication (B1.1). 4. Findings The findings confirm stark differences in structural organisation, proficiency targets, and underlying pedagogical mechanics between the two programs, particularly highlighted by the workbook content. 4.1. Curricular and Philosophical Shifts Table 1 confirms the radical shift in curriculum design. The pre-TCMM model's adherence to the MoNE 2018 Constructivist program is evidenced by the official A1/A2 target and the inclusion 414 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar of extensive A1-level review content (e.g., Have got / Has got). The core focus was supportive progression. In stark contrast, the TCMM model adopts the B1.1 label, signalling a policy commitment to accelerated competence. This acceleration is supported by the adoption of Guided Discovery, an inductive method that philosophically aligns with Postmodern demands for learner autonomy and immediate, higher-level problem-solving. The net result is a highly compressed content structure (8 units) that increases content density per unit by approximately 40% compared to the 10-unit Teenwise syllabus. Table 1: TCMM and Pre-TCMM Program Comparison Criterion MoNE 2018 Program (Teenwise Basis) TCMM 2025 Program (Waymark Basis) Curricular Implication Core Theoretical Focus Constructivism / TBL (Spiral Curriculum) 2 Postmodern Tendencies (High Proficiency, Guided Discovery) 1 Shift from supportive progression to accelerated, high-stakes competency in the TCMM era. Official CEFR Target (MoNE) A1/A2 (Requires A1 content review) A1/A2 (Official MoNE target remains) Critical Incongruity: Waymark's B1.1 labelling one breaks the official spiral progression model. 2 Grammar Presentation Traditional/Reinforcemen t (Deductive/Practice) Guided Discovery Tasks (Inductive/ProblemSolving) Reinforces learner autonomy and demands upper-level cognition for rule deduction. Total Units 10 Thematic Units 8 Thematic Units Increased Content Density: Thematic content is compressed into fewer units, increasing the pace of instruction. 4.2. Comprehensive Unit Mapping: Structural Intensity and Grammatical Leap Table 2 maps the structural and linguistic discrepancies across the entire curriculum. The Grammatical Leap is immediately evident: Teenwise Unit 1 (pp. 13-24) is dominated by A1 functions (Have got / Has got, Imperatives), serving the stated goal of A1 review. In sharp contrast, Waymark Unit 1 (pp. 23-36) immediately introduces the B1.1-level modal Can for possibility and ability. Thematic Acceleration is also striking. While Teenwise addresses familiar topics like Movies (Unit 3) and My Environment (Unit 2), the Waymark syllabus progresses quickly from simple routines (Unit 2) to complex, abstract, and global concepts like Life in the World & Nature (Unit 7) and Life in the Universe & Future (Unit 8). The latter Teenwise units (9 and 10) are dedicated to high-frequency social functions, such as parties, television, and social media. In contrast, Waymark's final units transition to the Simple Future (Will) for predictions and Conditionals, indicating a definitive B1 competence target. Table 2: Teenwise and Waymark 9th Grade Unit Comparison (Full Curriculum) 415 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar Unit Teenwise Grade 9 Theme (10 Units) Teenwise Core Grammar (A1/A2 Focus) Waymark Year 9/B1.1 Theme (8 Units) Waymark SB Page Range Waymark Core Grammar (B1.1 Focus) 1 STUDYING ABROAD The Verb to Be, Have got / Has got, Imperatives (A1 Review) SCHOOL LIFE pp. 23-36 To be, Can (Possibility/Ab ility), Present Tense 2 MY ENVIRONM ENT There is / There are, Prepositions, Object Pronouns, Demonstratives CLASSROOM LIFE pp. 37-50 Simple Present Tense, Adverbs of Manner (Routines) 3 MOVIES Simple Present Tense, WhQuestions, Like, love, hate + -ing PERSONAL LIFE pp. 51-64 Too / Enough (Indicating Degree), Simple Present Tense 4 MAN IN NATURE Adverbs of Frequency, Can/C annot, Adverbs of Manner FAMILY LIFE pp. 65-78 Simple Present Tense (Jobs, Work Routines) 5 INSPIRATIO NAL PEOPLE Present Continuous Tense, Making Comparisons LIFE IN THE HOUSE & NEIGHBOUR HOOD pp. 79-92 Present Progressive Tense (vs. Simple Present) 6 BRIDGING CULTURES Present Simple vs. Continuous, Questi on Tags, Conjunctions LIFE IN THE CITY & COUNTRY pp. 93-106 Simple Present Tense vs. Present Progressive Tense (Comparison ) 7 WORLD HERITAGES The Simple Past Tense (Narrative Introduction, pp. 85-96) LIFE IN THE WORLD & NATURE pp. 107120 Verb to be (Past: Was/Were), Shoul d (Advice/Obligatio n) 8 EMERGENC Y AND HEALTH PROBLEMS The Present Perfect Tense, Modals (Should/Must/Have to, pp. 97-108) LIFE IN THE UNIVERSE & FUTURE pp. 121134 Simple Future Tense (Will) (Prediction), Conditionals Type 1 9 NATIONS AND CELEBRATI ONS Be going to, Countable/Uncount able Nouns, Quantifiers N/A N/A N/A 10 TELEVISION AND SOCIAL MEDIA The Future Simple (Will / Be Going to / Present Continuous For Future) N/A N/A N/A 416 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar Table 2 presents a comparative analysis of the Teenwise and Waymark English curricula for 9th-grade students, focusing on thematic scope and grammatical progression. The Teenwise curriculum, aligned with the A1/A2 proficiency levels, emphasises foundational grammatical structures such as 'to be', 'have got/has got', 'there is/are', the present simple, the present continuous, and basic modals. In contrast, Waymark targets the B1.1 level, promoting a more functional and complex use of grammar, including too/enough, present progressive vs. simple present, was/were, should, and conditional type 1. Thematically, Teenwise features broader and more culturally oriented topics (e.g., Studying Abroad, Man in Nature, World Heritage). In contrast, Waymark focuses on communicative and everyday contexts (School Life, Family Life, Life in the City & Country), fostering practical language use. From a grammatical progression perspective, Teenwise establishes structural foundations through the sequential introduction of basic tenses. At the same time, Waymark builds upon these foundations to enhance the application of comparative and contextual language. Overall, Teenwise prioritises structural accuracy and linguistic scaffolding, whereas Waymark emphasises communicative competence and functional fluency. Table 3 presents a comparison between the Teenwise Grade 9 (Pre-TCMM) and Waymark Year 9/B1.1 (TCMM) curricula, revealing a distinct pedagogical shift from A1/A2-level mechanical practice to B1.1-level cognitive and communicative engagement. Table 3. Comprehensive Pedagogical Comparison: Teenwise (A1/A2) vs. Waymark (B1.1) Skill / Criterion Pre-TCMM (Teenwise Grade 9) TCMM (Waymark Year 9/B1.1) Key Pedagogical Shift (Analysis) Grammar A1/A2 Deductive Reinforcement: Theme 1 focuses on A1-level review, such as "The Verb to Be," "Subject Pronouns," and "Have got / Has got". The workbook reinforces this with simple, form-focused, fill-in-the-blank exercises. (Teenwise WB, p. 11). B1.1 Inductive Discovery: Theme 1 immediately introduces B1 functions, such as "Can" for possibility, opportunity, and ability. The Waymark book explicitly defines its pedagogy as "Guided discovery tasks for independent grammar rule deduction". (Waymark SB, p. 16). The shift is from deductive drilling (practising known rules) to inductive problem-solving (discovering new rules). This significantly increases cognitive load, targeting B1-level autonomy. Vocabulary A1/A2 Concrete Nouns: The focus is on discrete, highfrequency lexical sets, such as "Personal belongings" (e.g., umbrella, wallet, map) and simple jobs (e.g., "actor," "waitress"). (Teenwise SB, p. 16). B1.1 Abstract & Systemic: Focus shifts to broader, more abstract concepts like "Tourist attractions and activities" and "National days and celebrations" (Waymark SB, p. 25). The curriculum also includes systematic learning, such as word forms and the study of synonyms/antonyms. The shift is from basic labelling (A1/A2) to understanding lexical systems and abstract concepts (B1.1). 417 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar Listening A1/A2 Fact Retrieval: Tasks involve listening for explicit, repeated details. For example, "Listen... and fill in the chart" with a name, age, and country that are stated clearly. (Teenwise SB, p. 15). B1.1 Inferential Comprehension: Texts are longer and more academic (e.g., "Getting Ready for a Safer Digital World") (Waymark SB, p. 34). Workbook tasks consistently use "T/F/Not Mentioned (NM)" (Waymark WB, p. 12), forcing students to deduce and infer. The cognitive demand leaps from simple retrieval to critical, selective listening. The "not mentioned" task type is a classic B1-level cognitive challenge. Reading A1/A2 Fact Retrieval: Uses short, simple blog posts. Comprehension questions are basic T/F or Wh-questions where the answer is explicitly stated in the text. (Teenwise SB, pp. 22-23). B1.1 Inferential Comprehension: Texts are longer and more academic (e.g., "Getting Ready for a Safer Digital World"). Workbook tasks consistently use "T/F/Not Mentioned (NM)", forcing students to deduce and infer. (pp. 97-108) This is a clear shift from "reading for facts" (A1/A2) to "reading for inference" (B1.1). The "Not Mentioned" option requires advanced reasoning about the absence of information. Speaking A1/A2 Scripted Repetition: Tasks are highly controlled, closed-ended, and based on scripted models (e.g., "Hello! I'm Hakan. I'm from Turkey... Nice to meet you."). (Teenwise SB, p. 15). B1.1 Functional Production: Tasks are open-ended and functional. Students use "Role Cards" for information-gap activities and create complex digital products, such as videos, as part of their "EPortfolio" tasks. (Waymark SB, p. 36). The model moves from "practising a script" (A1/A2) to "achieving a communicative goal" (B1.1). The EPortfolio tasks demand high levels of creativity, planning, and functional language production. and accuracy Writing A1/A2 Controlled Production: Tasks are heavily scaffolded, focusing on form and accuracy. Examples include "fill in the... ID card". (Teenwise SB, p. 18). B1.1 Structured Discourse: Tasks require producing structured, multi-paragraph text. Students must write descriptive texts using a "Topic Sentence," "Support," and "Conclusion". (Waymark SB, p. 33). This represents a significant leap from sentence-level writing (A1/A2) to discourselevel composition (B1.1), requiring students to manage both rhetorical structure and content effectively. Social Language/ Communication A1/A2 Basic Functions: Functions are tied to basic grammar (e.g., "Meeting new people," "Talking B1.1 Functional Chunks: An explicit "Social Language" component is provided (Waymark SB, p. 25), offering functional, context-specific phrases Waymark isolates social language as a distinct skill, providing ready-to-use functional chunks for B1-level interaction, 418 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar about possessions"). (Teenwise SB, p. 8). (e.g., "Let me introduce myself," "Let us grab our trays!"). whereas Teenwise treats it as a simple outcome of grammar practice. Gamification A1 Descriptive Practice: Includes a "GAME TIME" (Teenwise SB, p. 24). The game is "Guess Who", a simple, turnbased descriptive task suitable for A1/A2. B1.1 Active & Collaborative: "Gamification" is an explicit, defined component (Waymark SB, p. 16). The game is "Find someone who..." (Waymark SB, p. 31), which requires active mingling, question formation, and group collaboration. Games evolve from simple, repetitive practice (A1/A2) to active, collaborative, and communicative problem-solving (B1.1). Pronunciation A1 Basic Mechanics: Focuses on foundational, highfrequency items like contractions (e.g., I'm, He's, They've) (Teenwise SB, p. 18). B1.1 Phonetic Awareness: Focuses on the technical distinction between specific phonemes, such as long vs. short vowel sounds (Waymark SB, p. 10) and features like the silent /b/ (Waymark SB, p. 29). The focus shifts from functional contractions (which aid fluency) to technical phonetics (which aid accuracy and comprehension), reflecting a more advanced, B1-level approach. In grammar instruction, the approach moves from deductive drilling of familiar structures to inductive discovery, promoting learner autonomy through guided rule exploration. Vocabulary teaching evolves from concrete, high-frequency lexical sets to abstract and systemic word knowledge, emphasising relationships among words. Listening and reading tasks advance from fact retrieval to inferential comprehension, requiring students to interpret implied meanings and assess missing information. Speaking activities shift from scripted repetition to functional, creative production, exemplified by open-ended role plays and digital portfolio tasks. Writing similarly progresses from controlled, form-focused exercises to structured discourse, emphasising paragraph organisation and coherence. Social language instruction becomes a distinct strand, focusing on functional chunks for authentic communication rather than isolated grammar outcomes. Gamification transforms from simple descriptive games to collaborative, communicative challenges that foster interaction and problem-solving. Finally, pronunciation instruction deepens from basic fluency-oriented contractions to phonetic awareness, addressing nuanced distinctions in sound patterns. Overall, the TCMM framework promotes higher-order thinking, learner autonomy, and authentic communication, reflecting a shift toward B1-level functional language competence and cognitive development. 4.3. Pedagogical Typology: Evidence of Critical Thinking Tasks (Workbook Analysis) The analysis of workbook tasks confirms the pedagogical shift from mechanical reinforcement (Teenwise) to cognitive challenge (Waymark). The Teenwise Workbook relies on closed-ended, low-level cognitive tasks such as matching, fill-in-the-blank for basic grammar (Have 425 Vol. 5, No. 11 – Special Issue (EJAR) ISSN: 2181-2020 LPTIENP International Scientific-Practice Conference on “Linguistics and Pedagogical Technologies: International Experience and National Practice” Denau, November 20, 2025 in-academy.uz/index.php/ejar 14. Ministry of National Education (MoNE). (2018). Ortaöğretim Kurumları İngilizce Dersi (9-12. Sınıflar) Öğretim Programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı. https://mufredat.meb.gov.tr/ 15. Ministry of National Education (MoNE). (2025). İngilizce Dersi Öğretim Programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı. https://mufredat.meb.gov.tr 16. The Century of Türkiye Maarif Model (TCMM). (2025a). Waymark Year 9/B1.1 Student’s Book. Ankara: MoNE Devlet Kitapları Yayınları. 17. The Century of Türkiye Maarif Model (TCMM). (2025b). Waymark Year 9/B1.1 Workbook. Ankara: MoNE Devlet Kitapları Yayınları. 18. Ünal, D. (2019a). Teenwise Grade 9 Student’s Book. Ankara: MoNE Publishing. 19. Ünal, D. (2019b). Teenwise Grade 9 Workbook. Ankara: MoNE Publishing. 20. Pappas, I. O., & Woodside, A. G. (2021). Fuzzy-set Qualitative Comparative Analysis (FSQCA): Guidelines for research practice in Information Systems and marketing. International Journal of Information Management, 58, 102310. https://doi.org/10.1016/j.ijinfomgt.2021.102310