نقد و ارزیابی مجموعه فارسی دانشگاهیِ «نبض زندگی و ضربان زندگی» ویژه آموزش به غیرفارسی زبانان، براساس شاخص‏های رُستی و تاملینسون

 English for Academic Purposes (EAP) is a growing field in language education that seeks to bridge the gap between general language proficiency and the specific linguistic demands of academic study. Unlike general English instruction, EAP focuses on purposeful language use tailored to academic and professional contexts, enabling learners to participate effectively in scholarly communication. Textbooks, alongside instructors, play a crucial role in achieving these aims, making their evaluation an essential component of EAP curriculum design.
EAP instructors are responsible not only for teaching but also for course design, materials development, interdisciplinary collaboration, and research. Among these, the evaluation of instructional materials is particularly important, as it ensures that learners’ linguistic and academic needs are adequately addressed. Despite the lack of a universally accepted framework for textbook evaluation, several analytical tools have been developed; one of the most comprehensive is the Rasty and Tomlinson (2016) checklist, which assesses materials through a humanistic lens.
This study applies the Rasty–Tomlinson framework to evaluate two Persian-language EAP textbooks—Nabz-e Zendegi and Zarban-e Zendegi by Vakilifard—designed for non-native Persian learners preparing for medical and paramedical programs in Iranian universities. Using 22 evaluation criteria, the analysis produced a cumulative score of 53 out of 110, indicating partial alignment with EAP principles. Although the textbooks demonstrate some pedagogical strengths, they fall short of fully meeting humanistic and academic language standards. The paper concludes with recommendations for enhancing the design, relevance, and effectiveness of EAP materials in similar educational contexts.
Extended Abstract:
Introduction
English for Academic Purposes (EAP) focuses on preparing learners for the communicative and intellectual demands of academic study. It aims to develop academic literacy skills that enable students to participate effectively in scholarly settings—attending lectures, engaging in discussions, reading research articles, and producing academic writing. Unlike general English instruction, EAP integrates skill-based language learning with explicit attention to vocabulary, grammar, and discourse, helping learners build metacognitive awareness for both academic and professional success.
In the field of EAP, textbooks serve as central tools for teaching and learning. After instructors, they represent the most significant source of guidance and input, especially in foreign language contexts where exposure to authentic academic discourse is limited. Consequently, the evaluation and selection of EAP materials are critical to ensuring their effectiveness. Scholars such as Tomlinson and Masuhara (2018) emphasize that teachers must understand textbook evaluation principles to choose materials that best meet learners’ academic and linguistic needs.
This study evaluates two EAP textbooks widely used in Iranian higher education—Nabz-e Zendegi and Zarban-e Zendegi—using the humanistic criteria proposed by Rosty and Tomlinson (2016). The goal is to identify the pedagogical strengths and weaknesses of these materials and to propose recommendations for future EAP material development.
The paper is organized into five sections: theoretical background, methodology, findings, discussion, and conclusion.
 
Methodology
The evaluation framework employed in this study is based on the 22 criteria developed by Rosty and Tomlinson (2016), cited in Tomlinson and Masuhara’s Developing Materials for Language Teaching (2018). Their approach is grounded in humanistic education, emphasizing respect for learner individuality, engagement, motivation, and meaningful learning experiences.
The 22 criteria cover areas such as learner autonomy, creativity, personalization, emotional and cognitive engagement, critical thinking, and linguistic and academic relevance. Each criterion was rated on a five-point Likert scale (1 = very weak, 5 = very strong). Scores were supported by qualitative commentary to provide a nuanced understanding of the textbooks’ strengths and limitations.
Both textbooks were evaluated independently by the researchers, and results were cross-checked for consistency. The cumulative score for the two textbooks was 53 out of 110, indicating moderate adherence to the humanistic and pedagogical standards outlined by Rosty and Tomlinson.
 
Results
The results are summarized below, grouped by thematic focus.
 
Learner Autonomy and Individuality
The textbooks show limited respect for learner individuality. Differences in linguistic, cultural, and learning backgrounds are rarely acknowledged. Although some reading strategies and task types encourage responsibility and independent learning, autonomy is not a central design principle. Learners are not offered choices regarding texts or assignments, and opportunities for personalization are virtually absent.
Cognitive and Critical Engagement
The materials focus primarily on factual knowledge and comprehension, offering few opportunities for higher-order thinking. Tasks rarely require learners to analyze, evaluate, or create based on what they learn. While some analytical exercises exist, they lack systematic scaffolding for developing critical thinking. This absence of explicit critical thinking instruction represents a major pedagogical weakness.
Creativity and Motivation
A limited number of tasks—particularly pre-reading and group activities—encourage creativity and collaboration. However, most exercises remain mechanical and repetitive. Motivation relies heavily on extrinsic factors, such as grades or teacher feedback, rather than fostering intrinsic interest in learning. Weak visual design and minimal emotional engagement further reduce learner motivation.
Cognitive and Emotional Involvement
Cognitive engagement is largely confined to unidirectional information transfer, reflecting a teacher-centered approach. Learners are positioned as passive recipients rather than active participants in constructing knowledge. Emotional engagement is similarly limited, as the materials lack stimulating content, authentic visuals, or relatable contexts that might evoke curiosity or empathy.
Academic and Linguistic Relevance
The materials offer rich language exposure focused on vocabulary development and reading comprehension. However, they fail to distinguish clearly between general and academic English, resulting in an insufficient focus on academic discourse conventions. Features of academic writing—such as genre awareness, citation practices, and register distinctions—are inadequately addressed. Academic needs are treated as extensions of general language skills rather than as a specialized domain requiring targeted instruction.
Instructional Design and Pedagogical Orientation
The textbooks follow a linear, teacher-centered structure that leaves little room for adaptation to learners’ needs. While the logical sequencing of content helps learners connect new information to prior knowledge, the overall design remains rigid. Interactive, learner-driven approaches are limited, and opportunities for collaboration or self-assessment are scarce.
Discussion
The evaluation indicates that Nabz-e Zendegi and Zarban-e Zendegi partially meet the pedagogical expectations of EAP instruction. They succeed in providing structured linguistic input and systematic coverage of vocabulary and reading comprehension skills. However, they fall short in fostering higher-order thinking, learner autonomy, and academic literacy aligned with international EAP standards.
From a humanistic perspective, effective EAP materials should promote learner engagement not only through content but also through emotional, cognitive, and cultural relevance. The analyzed textbooks reflect a more traditional view of education—emphasizing content delivery rather than discovery, and correctness over creativity. Such an approach may limit learners’ ability to navigate authentic academic discourse communities, where independent thinking, adaptability, and cultural awareness are essential.
In multilingual academic contexts such as Iran, where students come from diverse disciplines and cultural backgrounds, EAP materials must also address intercultural communication skills. Awareness of academic cultures—both local and global—can help learners negotiate expectations, rhetorical norms, and disciplinary conventions more effectively. Unfortunately, the examined textbooks provide minimal guidance in this regard.
Furthermore, teacher challenges play a crucial role in EAP implementation. Instructors often face difficulties motivating students, particularly when course content seems disconnected from their fields of study. Textbooks that fail to establish clear relevance between language learning and disciplinary goals can exacerbate disengagement. Thus, materials must offer instructors sufficient pedagogical flexibility, guidance, and supplementary resources to adapt lessons to various academic disciplines.
 
Conclusion
EAP textbooks occupy a pivotal role in preparing learners for academic success. However, as this study reveals, even widely adopted materials may only partially address the multidimensional nature of academic English. Effective EAP materials must go beyond linguistic proficiency to encompass critical literacy, cultural awareness, and learner empowerment.
In the case of Nabz-e Zendegi and Zarban-e Zendegi, the evaluation highlights both commendable aspects—such as structured content organization and lexical focus—and critical gaps in promoting learner autonomy, creativity, and critical thinking. These shortcomings point to the need for an updated, research-informed approach to EAP materials development in Iran.
To enhance the quality and effectiveness of such materials, the following recommendations are proposed:

Adopt a Coherent Academic Language Framework: Materials should distinguish between general and academic English, emphasizing discourse conventions, genre awareness, and academic communication strategies.
Emphasize Learner-Centered Design: Tasks should allow for personalization, choice, and self-direction, encouraging learners to take responsibility for their learning.
Integrate Authentic, Discipline-Specific Texts: Exposure to real academic materials helps learners develop familiarity with disciplinary genres and rhetorical patterns.
Conduct Regular Needs Analyses: Continuous assessment of students’ linguistic and academic requirements ensures materials remain relevant and effective.
Promote Communicative and Interactive Learning: Pair and group activities, discussions, and project-based learning can foster collaboration and deeper engagement.
Incorporate Instructional Design Models: Applying established frameworks such as ADDIE or backward design can enhance coherence and pedagogical effectiveness.
Set Realistic and Measurable Learning Outcomes: Clear objectives help both instructors and learners track progress and achievement.
Include Multimodal and Engaging Resources: Integrating digital and multimedia materials can enrich learning experiences and sustain motivation.
Expand Genre Coverage: Materials should introduce a range of academic text types—research papers, abstracts, literature reviews, presentations—to prepare learners for diverse academic tasks.

The Nabz-e Zendegi and Zarban-e Zendegi series represents an important step toward localized EAP instruction in Iran. Yet, to fulfill its potential, it must evolve from a traditional, teacher-centered model toward a learner-centered, research-informed approach that values creativity, criticality, and authenticity. Only then can EAP truly empower learners—not merely to survive in academic environments, but to participate meaningfully and confidently within them.
 
Acknowledgment
The authors would like to appreciate the teachers for their time and efforts to participate in this research.
 
Conflict of Interest
The authors have no conflicts of interest to declare.