Textbooks in English for Specific Purposes (ESP) are indispensable in worldwide educational systems, providing targeted content that aligns with the specialized needs of learners across different disciplines. This study aims to compare and evaluate two ESP textbooks: English for Business Studies: A Course for Business Studies and Economics Students (Mackenzie, 2010), internationally published by Cambridge University Press, and English for Students of Economics (Khoshsima et al., 2018), locally published by Chapar Publication, to assess the textbooks’ alignment with the linguistic and academic needs of economics students within the Iranian educational context. Using a qualitative content analysis method based on Anthony’s (2018) checklist model, which is specific to ESP textbooks, the evaluation addresses several key criteria: coverage of language skills, authenticity of examples, exercise variety, and cultural appropriateness. Both textbooks were analyzed for their ability to provide comprehensive language skill development, including reading comprehension, vocabulary, and grammar, while also evaluating their inclusion of authentic economic examples and varied exercise types. Findings reveal that while both textbooks offer strong foundational materials, English for Business Studies provides a broader range of exercises and includes more diverse pedagogical strategies. In contrast, English for Students of Economics offers contextual relevance with culturally appropriate content but lacks in some areas of exercise variety and language skill coverage. The study concludes that the choice between these textbooks should consider specific curriculum needs and the target audience’s language proficiency, highlighting implications for educators in selecting appropriate materials for effective ESP instruction.
