Among a variety of language learning materials, the crucial role that coursebooks have on learning and teaching processes takes a great deal of attention in the scholarly literature. English language coursebooks have been thought of as one of the most pivotal instruments for effective and systematic language learning experiences. Therefore, it is of paramount importance to address the issue of developing English language coursebooks that meet current requirements of the 21st century. This study aims to explore the extent of technological affordances in English coursebooks used in upper secondary schools in Türkiye. To achieve this aim, a qualitative methodology based on content analysis has been taken as a methodological approach. In this regard, an evaluation checklist for technology integration has been developed and used in the study. Data were collected investigating the content of the two coursebooks from the 9th grade and 10th grade used in Türkiye. Overall, the findings substantiate that despite some notable attempts to integrate technology into current coursebooks, further work is required to develop a well-designed and systematic standard for technological affordances in the content of current coursebooks. The findings provide several insights and implications for developing technology-integrated coursebooks, thus promoting technology-enhanced teaching and learning practices.