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Abstract
This qualitative study evaluates the ESP textbook English for the Students of Humanities 1 using Tomlinson’s (2011) framework for materials development, focusing on authenticity, relevance, and learner engagement. Through content analysis and semi-structured interviews with 10 experienced ESP instructors in Iran, the research examines the textbook’s alignment with ESP principles and identifies areas for improvement. Findings reveal that while the textbook incorporates authentic Humanities texts (e.g., academic lectures, literary criticism) in later chapters, early units rely on decontextualized exercises and lack real-world disciplinary discourse. Additionally, the material exhibits a Eurocentric bias, limiting its cultural relevance for Iranian students. Instructors highlight strengths in discipline-specific terminology and critical thinking tasks but critique the overuse of repetitive drills and suggest integrating project-based activities and non-Western perspectives. The study underscores the need for staged authenticity, localized content, and interactive task design to enhance the textbook’s efficacy. Practical recommendations include incorporating multimodal resources, region-specific supplements, and scaffolded projects to bridge language learning and disciplinary needs. This research contributes to ESP pedagogy by demonstrating how Tomlinson’s framework can diagnose and address gaps in materials design, advocating for learner-centered, context-sensitive resources in Humanities education.