The paradigm shift from traditional language curricula to communicative ones necessitates the (re)evaluation of language materials from the perspective of learner-centered pedagogy. The purpose of this study was to compare two English coursebooks (i.e., Interchange 2 and Four Corners 2) in terms of learner-centeredness based on the criteria of the existing theories. For the purpose of this mixed methods study, a directed content analysis (DCA) was initially done to develop a framework based on the related theories for evaluating learner-centeredness of the activities and tasks in language materials, involving six subcategories (i.e., information gap, open-endedness, contextualization, authenticity, discursivity, and skill integration). Moreover, fourteen types of learner-centered activities and tasks were identified from different theoretical sources, which fell under the six categories of the learner-centeredness framework. To validate the framework, it was expert-wised. It was found that the directed approach to content analysis supported and extended the existing theories of learner-centeredness using the contextual aspects of the phenomenon. In the second phase of the study, the types of tasks and activities in the two coursebooks were identified and analyzed through summative content analysis using the researcher-developed framework. Finally, the quantitative data gathered after coding the corpus were statistically analyzed to check whether there was any significant difference between the two coursebooks in terms of the learner-centeredness of their tasks and activities. The result of Mann-Whitney Test showed that there was no significant difference between the frequency of the learner-centered activities and tasks in Interchange 2 and Four Corners 2. The findings of this study may carry implications for the language instructors, learners, and material developers. Manuscript profile