Abstract
The current study evaluates the twelve-volume, the "Persian Prime" »Faraz-e Farsi« an educational resource for teaching Persian to non-Persian speakers, through quantitative and qualitative methods. Utilizing a descriptive-survey mixed-method approach, the study examines the perspectives of 20 instructors and 22 learners using the questionnaire by Pournorouz and Mirdehghan Farashah (1402) and semi-structured interviews with 7 Persian language teaching experts. In quantitative analysis the questionnaire with 58 items and a reliability of 0/94, assessed the general characteristics, content and physical characteristics of the series. Data analysis indicated that 96.5% of responses leaned toward the "high" and "very high" options, reflecting high satisfaction among both groups of instructor and learner regarding the series' structure, content organization, and language skills (speaking, listening, reading). However, differences were observed in certain items, particularly concerning authentic language use (item 4), cultural components (item 7), grammar, and writing activities. Instructors found the language of the series more formal and called for enhanced conversational content and cultural elements, while learners showed greater focus on their source culture. Qualitative analysis, based on Braun and Clarke’s (2022) thematic analysis, identified six main themes: content structure and purposefulness, cultural components, vocabulary and grammar instruction, language skills, activities and exercises, and the teacher's guide. The findings suggest that the series is generally effective but requires improvement in areas such as conversational language, cultural diversity, and support for less-experienced instructors. It is recommended that future editions include richer cultural content, more authentic examples, and a more comprehensive teacher’s guide.

Introduction
The success of foreign language teaching and learning depends, beyond the performance of learners and instructors, to a great extent on educational textbooks, as they provide a framework for educational and learning activities and determine much of what happens in the classroom (Richards, 2017). Textbooks are considered a key element in language teaching programs because, in addition to the instructor's teachings, they serve as the primary source of exposure to the second or foreign language, and in cases where instructors lack experience, textbooks can fulfill an educational role and teach them how to plan and deliver instruction.
Given that many universities worldwide host students studying Iranian studies, Persian language, translation, Persian literature, and related fields, and that the number of students coming to Iranian universities for further education continues to increase, and considering that textbooks constitute the primary resources for these learners in the language acquisition process, providing appropriate and efficient resources for teaching Persian to non-Persian speakers in domestic and international universities is of paramount importance. One common method for evaluating language teaching resources is through the use of checklists. Mukundan et al. (2011) maintain that using evaluation checklists, patterns, and models is a common practice, and that textbook evaluation checklists generally serve as tools enabling instructors to select the most suitable books for their learners.
Thus, on the one hand, given the increasing number of language learners and demand for Persian language learning in Persian teaching centers, reviewing and adapting educational resources to meet learners' needs is inevitable. On the other hand, with the growing number of educational resources for teaching Persian to non-Persian speakers, it is essential to evaluate these resources using existing models to reveal their strengths and weaknesses. Consequently, authors can correct existing resources, and those seeking to produce new textbooks can utilize research findings in resource evaluation to improve previous shortcomings and strengthen their own materials.
The present study aims to provide a quantitative and qualitative analysis of the 12-volume series "Faraz-e Farsi" (Mirdehghan Farashah et al., 2023) and to examine its strengths and weaknesses. This series is part of a comprehensive "Faraz-e Farsi" program designed to develop educational resources and specialized applications for teaching Persian to non-Persian speakers based on different user groups and learner needs analysis. This 12-volume series is designed for teaching the four main Persian language skills to adult non-Persian speakers for general purposes and is used as a primary educational resource in many Persian language teaching centers in Iran, including Shahid Beheshti University, Razi University of Kermanshah, National Defense University, the Cultural Center in Baghdad, and numerous other Iranian universities. Additionally, the series is available for international learners on Amazon in both electronic and print formats.
This research examines the perspectives of instructors and learners regarding the "Faraz-e Farsi" educational series based on the checklist designed by Pournorouz and Mirdehghan Farashah (2023). The study seeks to answer the following questions: How do the mean, median, and frequency distribution of responses from instructors and learners compare for each item? What differences exist between instructor and learner perspectives based on mean and percentage responses? To what extent has the "Faraz-e Farsi" educational series been found effective for Persian language teaching from the perspectives of instructors and learners? How do instructors qualitatively evaluate the "Faraz-e Farsi" educational series?

Research Methodology
This research employs a mixed-methods design (quantitative and qualitative) with a descriptive-survey approach. The study analyzes the perspectives of two groups—language learners and instructors—regarding the quality of the "Faraz-e Farsi" educational series. In the quantitative section, data were collected and analyzed through questionnaires, while in the qualitative section, semi-structured interviews were used to gather deeper insights about educational experiences and textbook content evaluation. This combined approach enables simultaneous examination of satisfaction levels, strengths, weaknesses, and areas for improvement.
The research population includes all instructors and learners at Persian language teaching centers that use the "Faraz-e Farsi" series. From this population, samples were selected through convenience sampling from the Persian Language Teaching Center at Shahid Beheshti University. The selected sample comprised two groups: 20 instructors with more than five years of experience teaching the series, holding master's degrees or doctorates in Persian language teaching, Persian language and literature, or linguistics. From this group, 7 experts were selected for semi-structured interviews. The second group included 22 learners from the Persian Language Teaching Center at Shahid Beheshti University who had completed six volumes of the series. These learners came from Iraqi, Chinese, Qatari, Pakistani, Turkish, and Nigerian nationalities, ranging in age from 18 to 35 years.
Data collection utilized two instruments. First, the quantitative questionnaire developed by Pournorouz and Mirdehghan Farashah (2023), based on a communicative approach to language teaching, with 58 items across two sections (content, physical and general characteristics). The questionnaire demonstrated reliability (Cronbach's alpha = 0.94) and validity through expert review. The five-point Likert scale ranged from "very low" to "very high." Second, semi-structured interviews were conducted with 7 instructors to explore practical teaching experiences, real content application, and language skills.
Qualitative data were analyzed using Braun and Clarke's (2022) thematic analysis method, following six stages: familiarization with data, initial coding, theme search, theme review, theme definition and naming, and writing and interpretation. Trustworthiness was established through member checking, peer review, data triangulation, and provision of direct quotations. For inter-coder reliability, two researchers independently coded transcripts with disagreements resolved through discussion. All interviews were audio-recorded and transcribed verbatim to ensure accuracy and reliability.

Discussion
Quantitative Findings: General Satisfaction and Key Differences
Quantitative analysis revealed that 96.5% of responses from both instructors and learners selected the "high" and "very high" options, indicating strong overall satisfaction with the series. Mean scores ranged from 2.75 to 4.68 across all 58 items, with medians confirming that responses predominantly clustered around the positive end of the spectrum. However, notable differences emerged between the two groups on several specific items, particularly concerning authentic language use, cultural components, grammar instruction, and writing activities.
Authentic Language Use and Naturalness
In the "General Characteristics and Content" section, a significant gap was observed regarding whether the language used in the book reflects authentic, real-world language (Item 4). While 77.3% of learners (mean 4.77) considered the language perfectly aligned with real-world language, instructors expressed more cautious perspectives (mean 3.91, with more dispersed responses). This 0.86-point gap likely stems from differential evaluation criteria. Learners may focus primarily on whether conversations seem natural, while instructors employ more specialized criteria including variety of communicative situations, common idioms, and representation of informal speech.
Qualitative analysis revealed that instructors consistently noted that the book's language tends to be formal and bookish, distancing itself from everyday spoken Persian. As Instructor 1 stated: "The language of the book is somewhat formal and is not close to spoken language." Instructor 6 added: "The book is generally formal; adding colloquial dialogues would help." This perception of formality may be particularly significant in a series claiming to address both written and spoken Persian through audio materials. While the series does incorporate spoken Persian in audio components, the written texts primarily employ formal written Persian. To address this gap, future editions could enrich content with situation-based conversations, everyday expressions, and audio samples of informal native speaker speech.
Cultural Content and Representation
Item 7 revealed the most pronounced difference between groups. Only 40.9% of learners rated cultural content positively, compared to 72.2% of instructors. This 31.3% gap reflects divergent expectations: learners sought representation of their own cultural backgrounds, while instructors considered focus on target culture (Persian) sufficient. Qualitative analysis supported this interpretation, revealing that learners from diverse nationalities (Iraqi, Chinese, Qatari, Pakistani, Turkish, Nigerian) expected content reflecting their own cultural contexts.
This challenge reflects the distinction Cortazzi and Jin (1999: 200) make regarding culture in educational materials: source culture (learners' own culture), target culture (the target language culture), and international target culture (neither source nor target but referencing various nationalities). The "Faraz-e Farsi" series incorporates target culture (Persian culture) and international target culture elements, but cannot fully satisfy all learners' expectations since it is not designed exclusively for any single source culture. This finding aligns with Gedik Bal's (2020) critique of English textbooks, which similarly found insufficient intercultural representation.
To address this gap while respecting the series' multi-national learner audience, recommendations include: adding multi-national images (e.g., people from various backgrounds in Iranian settings), designing cultural comparison exercises (e.g., comparing Nowruz with similar celebrations from other cultures), and dedicating content sections to introducing learner cultural elements through group projects.
Grammar Instruction
Analysis of the grammar section showed a statistically significant difference between groups, though both rated it positively overall. While 63.3% of learners selected "high" and 18.2% selected "very high," 88.2% of instructors selected these options. Both groups rated content above 3.5/5, suggesting the grammar component, while not perfect, remains at an acceptable level. Qualitative analysis confirmed that most instructors found grammar content appropriate, though some noted that practical applications and transitions to communicative activities require additional support.
Writing Activities and Temporal Disconnection
A substantial gap emerged regarding writing activities (Item 2 in the writing section). While 52.4% of learners rated the connection between writing activities and lesson content as high, 56.3% of instructors rated this connection as very weak. This difference stems from the series' pedagogical design, which introduces vocabulary and grammar in lessons 1 and 3 of each section while positioning writing activities in lessons 2 and 4. This design, based on spaced repetition and gradual consolidation principles, creates temporal gaps between content presentation and its application in writing. For example, vocabulary related to "spending habits" might be taught in one lesson, while the corresponding writing task appears in the next lesson. Some instructors interpreted this gap as a lack of content connection.
The "Teacher's Guide" provides detailed explanations of these pedagogical connections, suggesting the issue may reflect incomplete familiarity with the underlying educational logic rather than content weakness. This mirrors findings from Sadeghi Hasanabadi et al. (2021) regarding the Iranian English textbook "Vision 2," though the "Faraz-e Farsi" Teacher's Guide addresses this concern more comprehensively. Recommendations for future editions include: adding guidance boxes with "related vocabulary" at the start of each writing section, and designing brief transitional exercises in lessons 1 and 3 to bridge vocabulary/grammar instruction with upcoming writing tasks.
Teacher's Guide and Implementation Support
Qualitative analysis identified a significant concern regarding the Teacher's Guide, particularly its adequacy for less-experienced instructors. While the guide performed well regarding providing answers to exercises (mean 4.67/5) and supplementary activity suggestions (mean 4.72/5), it received lower ratings for guiding inexperienced teachers (mean 4.00 among learners' perceptions, 4.53 among instructors). The 23.2% difference in perceived suitability for less-experienced instructors indicates a need for more practical teaching guidance. Instructor comments suggested that the guide could benefit from concrete examples, step-by-step lesson delivery guidance, and teaching tips for handling diverse learner needs.
Qualitative Themes
Thematic analysis of instructor interviews yielded six major themes with associated sub-themes. Regarding **Content Structure and Purposefulness**, instructors identified appropriate alignment between content and educational objectives, though some noted that certain exercises could be more directly connected. The language naturalness sub-theme highlighted the book's formality and distance from everyday speech. Under **Vocabulary and Grammar Instruction**, instructors rated vocabulary presentation methods as varied and appropriate but suggested improvements in vocabulary selection and organization. For **Language Skills**, the writing section was identified as the weakest area, with activities not always well-integrated with preceding content. Reading texts were sometimes seen as above level for beginners, while listening and speaking skills received stronger endorsement. Concerning **Activities and Exercises**, instructors noted that activities promote learner creativity but identified room for improvement in critical thinking integration and communicative real-world applications. Regarding the **Teacher's Guide**, while it provides comprehensive answers and supplementary materials, instructors requested more detailed methodological guidance for classroom implementation.

Conclusion
This comprehensive evaluation of the "Faraz-e Farsi" 12-volume series reveals strong overall effectiveness across most content areas, with 93% of items showing substantial agreement between instructors and learners. The quantitative and qualitative data converge to indicate that the series demonstrates appropriate structure, purposeful content organization, effective vocabulary and grammar presentation, and strong coverage of speaking, listening, and reading skills. The integration of educational design principles including spaced repetition and gradual skill consolidation provides a theoretically sound pedagogical foundation.
However, four areas require attention in future editions: first, increasing authentic, conversational language through situation-based dialogues and everyday expressions; second, enhancing cultural diversity through multi-national images, cultural comparison exercises, and representation of source cultures; third, clarifying the pedagogical connections between content and writing activities to address perceived disconnection; and fourth, strengthening the Teacher's Guide with more practical guidance, particularly for less-experienced instructors.
The study's mixed-methods approach, incorporating perspectives from both instructors and learners across diverse nationalities, provides a more comprehensive evaluation than previous studies that relied solely on instructor perspectives. The findings offer valuable guidance for developing improved Persian language resources and for adapting content for the planned application under development, which will integrate modern educational technologies including visual, audio, text, interactive exercises, and assessment components. Future research should pursue comparative studies with similar educational series, examining pedagogical structures (four-skill distribution, lesson sequencing), cultural representation (Persian-Islamic culture and its impact on learner motivation), and alignment with international standards. Additionally, research on the effectiveness of companion applications, including interactive exercises and augmented reality features, would contribute to developing comprehensive language learning ecosystems.