BOYRAZ, Nurcihan KübraKAPLAN, Kadir2026-09-012026-09-0120261302-5600https://doi.org/10.37669/milliegitim.1642059https://hdl.handle.net/20.500.12403/8373This study aims to examine the effect of aesthetic listening activities on the comprehension levels of second-grade primary school students and to evaluate the overall process of these activities. The research was designed as an embedded experimental model within a mixed-methods framework. Conducted during the spring semester of the 2023–2024 academic year, the study involved 30 students from two second-grade classes in a public school. The quantitative component followed a quasi-experimental design with a pre-test–post-test control group, supported by qualitative data for a more comprehensive analysis. The "Listening Comprehension Achievement Test" was administered to both groups before and after the intervention to measure progress. The experimental group participated in seven distinct aesthetic listening activities over a seven-week period. Each activity, lasting three class periods, was conducted once a week by the students’ regular classroom teacher. The post-test was also utilized as a retention test to evaluate long-term learning. Quantitative findings were analyzed using inferential statistical tests, while qualitative interview data were analyzed using content analysis. Results indicated that aesthetic listening activities had a significant positive effect on students’ comprehension success. These findings suggest that such activities effectively develop listening skills in early elementary education and can be successfully implemented by classroom teachers. © (2026), (T.C. Milli Egitim Bakanligi). All rights reserved.eninfo:eu-repo/semantics/openAccessAesthetic ListeningDinlediğini AnlamaEstetik DinlemeIkinci SınıfIlkokulListening ComprehensionPrimary SchoolSecond GradeArticle5525081984210.37669/milliegitim.16420592-s2.0-105042450202Q4