Abstract
The present study aimed to evaluate and compare two Persian language textbooks for non-Persian speakers, namely Mina (3) and Perfa (2). Given the crucial role of instructional materials in second and foreign language learning, a systematic examination of textbooks can contribute to improving the teaching process. This study sought to determine the extent to which these two books correspond to the criteria of a suitable textbook based on Cunningsworth’s (1995) checklist. To answer these questions, a descriptive-analytical approach and qualitative content analysis were employed. The textbooks were examined in terms of educational objectives, design, language content, skills, methodology, and practical considerations. The findings indicate that both books were successful in using communicative and skill-based approaches and showed notable strengths in the variety of activities and exercises as well as in addressing the four language skills. However, both books had weaknesses in explicit attention to learners’ needs, the use of authentic listening materials, and the presentation of learning and study strategies. Based on the results, it can be concluded that each textbook has its own strengths in certain areas, but both require revision and further development in some instructional components in order to enhance their educational effectiveness.

Introduction
The study aims to compare these two textbooks on the basis of Cunningsworth’s (1995) checklist for textbook evaluation. This framework was selected because it provides a comprehensive set of criteria for examining language teaching materials, including aims and approaches, design and organization, language content, skills work, methodology, topic selection, and practical considerations. The use of this checklist makes it possible to move beyond impressionistic judgment and conduct a structured comparison of the two books across major instructional dimensions. The central purpose of the study is to determine to what extent Mina (3) and Parfa (2) correspond to widely accepted principles of effective language-material design and to clarify which textbook is better aligned with different instructional priorities, such as communicative competence, learner support, systematic progression, or formal accuracy.

Research Methodology
Methodologically, the study is applied in purpose and descriptive-analytical in design and relies on qualitative content analysis. The corpus consists of Mina (3), published by Azfa International Publications, and Parfa (2), published by Negarestan Andisheh. Both textbooks were selected purposefully because they are designed for intermediate or upper-intermediate learners of Persian as a foreign language and therefore provide a suitable basis for comparison. This level was considered appropriate because, at the intermediate and upper-intermediate stages, textbooks typically contain a wider range of language skills, grammar, vocabulary, text types, communicative functions, and cultural content than beginner-level materials; as a result, their strengths and weaknesses become more visible and analytically comparable. The unit of analysis included lesson texts, dialogues, exercises, communicative tasks, grammar and vocabulary sections, reading passages, listening and speaking activities, visual design, review sections, and supplementary materials.
The procedure involved reading both textbooks in full, extracting relevant pedagogical features, and categorizing the data according to the macro-categories of Cunningsworth’s checklist. The checklist was not used as a purely mechanical scoring tool; rather, it functioned as an interpretive framework adapted to the context of Persian language teaching. In particular, the analysis considered issues that are highly relevant to Persian pedagogy, such as the representation of colloquial and formal registers, the integration of Iranian cultural content, and the balance between structural knowledge and communicative use. Each textbook was first analyzed independently and then compared category by category in order to identify convergences, divergences, and pedagogically significant patterns.

Discussion
The findings show that both Mina (3) and Parfa (2) reflect, to a considerable extent, contemporary communicative and skill-based tendencies in foreign language teaching. Both books include the four main language skills and relate language instruction to everyday social situations such as shopping, travel, study, family interaction, and routine communication. Both also attempt to integrate language and culture by introducing aspects of Iranian life and social practice. Nevertheless, the analysis demonstrates clear differences in emphasis, organization, and pedagogical orientation.
Mina (3) is more strongly communicative in orientation. It provides a larger number of interactive, open-ended, and problem-solving activities and gives greater space to pair work, group work, and meaning-focused language use. Its grammar presentation is usually contextualized, often emerging from dialogues or lesson texts before learners are guided toward form recognition and use. This design supports the development of communicative competence, contextual learning, and learner participation. Mina (3) also pays greater attention to authentic-like real-life situations and to the relationship between spoken and formal language, which is particularly important in Persian as a foreign language. For these reasons, the book appears better suited to learning environments in which fluency, interaction, and practical communication are major goals.
By contrast, Parfa (2) is more systematic and structurally sequenced. Its units are organized in a clearer and more staged manner, grammar points are introduced gradually and in manageable portions, and controlled exercises are used to reinforce accuracy and consolidation. In addition, Parfa (2) benefits from stronger supplementary support, particularly through the inclusion of a workbook and a teacher’s guide. These features make it more useful in contexts where guided progression, review, and explicit form-focused instruction are considered essential. Compared with Mina (3), however, it offers fewer opportunities for spontaneous production, communicative risk-taking, and creative language use.
The study also identifies several limitations shared by both textbooks. Neither book makes sufficient use of genuinely authentic listening materials, and both show weaknesses in the systematic recycling of grammar and vocabulary across lessons. Pronunciation is not treated as an adequately independent instructional component, and there is limited attention to learner strategies, study skills, self-assessment, and individual learner differences. In cultural terms, both books introduce Iranian culture, but the treatment is mainly informative rather than intercultural; learners are given relatively few opportunities to compare cultures, interpret differences, or reflect on intercultural communication. Furthermore, both textbooks make limited use of digital, multimedia, and technology-enhanced learning resources.

Conclusion
Overall, the study concludes that neither textbook can be considered absolutely superior; rather, each one serves different pedagogical priorities. Mina (3) is stronger in communicative interaction, contextualized grammar, learner engagement, and fluency-oriented practice, whereas Parfa (2) is stronger in sequencing, controlled review, grammatical consolidation, and practical support for teachers and learners. The findings suggest that future Persian language materials would benefit from combining Mina’s communicative strengths with Parfa’s systematic organization and supplementary resources. Future revisions should also incorporate more authentic listening and reading input, more principled vocabulary recycling, explicit pronunciation work, learner-strategy training, intercultural tasks, and digital support. Since the study is limited to qualitative textbook analysis and does not include classroom observation, teacher feedback, learner perspectives, or statistical validation, future research should adopt mixed-method approaches in order to assess not only textbook content but also actual classroom effectiveness and learner outcomes.