Pre-intermediate English level is important because it serves as a transition stage between English levels. Textbook selection at this stage is important for students because it prepares them for proficiency. At this stage, learners need an understanding of basic sentences, grammar, vocabulary, listening and speaking skills.
This evaluation is about the New Headway plus Pre intermediate (Soars & Soars, 2000) as an effective pre-intermediate English course book for the Saudi Arabian syllabus. It looks at the contribution made by the book for intermediate level learners who need to develop confidence when speaking and making conversations in English. The unit evaluation looks at why the book provides a clear understanding of grammar and vocabulary as critical for language speech and listening skills. An evaluation of the course book and tasks considers the development of learners in the present and future perspective using Cunningsworth approaches.
Mertens, (2014) describes evaluation as a systematic analysis of merit using an integrated process of different methods. This supports the use of videos, grammar tests, grammar and vocabulary in preparation for intermediate level.
Cook (2013) looks at evaluation from a language development perspective to note that there are different levels and approaches to learning English as a foreign language. This highlights variations in pre-intermediate learning where listening and reading lessons are critical.
Sarem, Hamidi & Mahmoudie (2013) consider evaluation from a course book point of view indicating the need to test a course book as an essential tool used in learning lessons.
Ronali ( 2002) breaks down evaluation using the a course book designed for learners of English as a foreign language using a checklist for evaluating the level of student engagement for a quality, inclusivity, efficiency and reliability.
Coursebook evaluation depends on the syllabus in use. Alseghayer (2014) addressess issues faced by English Language learners in Saudi Arabia to indicate that the Saudi Arabian curriculum advocates for improved English that empowers learners with the ability to participate in the international community. This approach looks at constraints in English education including, student beliefs, pedagogical and administrative challenges as shown below. Cunnningsworth (1995:7) provides a checklist on how to evaluate a textbook highlighting different elements to consider. Tomlinson ( 2016:5) considers the evaluation process for learning materials as an analysis of the value created by the learner. Rubdy supports this stating that this analysis could feature before the use of material, during and after usage stage ( Rubdy, 2003:42: McDough & Shaw, 2003:71). A checklist based approach is appropriate for evaluating learning materials because it provides a systematic criteria ( McGrath, 2002:27; Cunningsworth 1995).
The New Headway Plus course book for pre intermediate level highlights the progressive development in English for effective communication (Cohen, 2014). Credible TESOL learning institutions in Saudi Arabia recognize the importance of international training in a multicultural learning environment. I will break down the analysis into a unit evaluation of the book by focusing on Unit 13, with a focus on two activities featuring speaking and listening. The book covers grammar, vocabulary, themed examples and spoken phrases with practical daily activities. Speaking and listening are important tasks in communication (Knezevic & Kuhlman, 2013).
According to Cunningsworth (1995), the evaluation of a course book recognizes the importance of a course book in the development of the curriculum. This provides opportunities for further research into a continuous quality learning process (Alnefaie, 2016). A course book in foreign language takes a multicultural context such as the Saudi Arabian curriculum for effectiveness. The Cunningsworth evaluation framework for course book analysis provides a reliable framework (1995:7). This evaluation supports self-learning and the consolidation of learning in an interesting manner. Institutions such as the King Saud University (KSU) in Saudi Arabia offer courses that conform to the curriculum.
The purpose of the evaluation checklist is to engage the New Headways Pre-intermediate course book for quality, inclusivity, efficiency and reliability. Accurate information plays a significant factor in methodology for this multifaceted book (Soars, Liz, & Sayer, 2011). Cunningsworth (1995: 7) principles for organizing learning material indicate that:
New Headway pre-intermediate supports the development of general English language featuring grammar, vocabulary, spoken and written language. The book has 14 units tackling Basic English language elements. For example, unit 1 is interesting because it gives examples of social expressions with daily conversations (Soars & Soars, 2000:14). Research agrees that applied linguistics is important for learning creativity (Khan, 2011). This preparatory level course book places students in readiness students for intermediate learning, which leads to the university level. Using Cunningsworth (1995:4) evaluation, this analysis considers the textbook’s framework with checklist of eight factors namely:
New Headway Plus Pre-intermediate encourages classroom interactions through a variety of designs in order to achieve its impact. Cunningsworth (1995:10) points out that the individual contribution is important in a learner’s course book. New Headway Plus Pre-intermediate includes titles for every lesson and grammar reference for evaluation (Soars, & Soars, 2011:138 ). These supports teacher’s abilities and educations goal to produce good students in accordance with The Ministry of Education in Saudi Arabia which needs to embrace teachers as partners in the education process. Cunningsworth (1995:1) identifies the impressionistic overview of a course book as more attractive and New Headway Plus Pre-intermediate provides material to encourage learners to participate in groups. The cover has an informative content and with a table of contents for easy access to the unit material. This edition has picture illustration for consistency in titles and headings making it easier for learners and teacher’s references.
Cunningsworth (1995: 66) agrees that teaching motivates the learner by offering a guide on how to solve problems, form opinions, and develop personality. Soars, & Soars (2000) incorporates accompanying material for its units to support the exercises (Soars, John, & Sayer, 2000:44). Khan (2011:115) identifies subject and knowledge as the objectives for teaching English. Effectiveness in communication calls for an integration of English and the learning materials. New Headway Plus Pre-intermediate supports the involvement of students for language proficiency. The book adheres to the Saudi Arabian English language and has measurable skills that contribute to the attainment of the pre-intermediate skills.
Kuhlman & Fener, (2013:77-79) points at the importance of content development and the power of effective task engagement for English students in language, phonology, morphology, semantics, pragmatism and its discourse. Cunnningsworth (1995) notes that the content topic needs allow students to think and express their views. shows different interests In this case, language is a system as well as a process that requires support. Students in pre-intermediate level need grammar for the present conversations and future knowledge in university and professional writing. New Headway Plus pre-intermediate gives interesting stories enriched with vocabulary from fascinating real life examples (Soars, & Soars, 2000:51 ). It lso has segments labelled ‘Everyday English’ ‘Grammar spot’ and Practice‘. These are essential for daily practice and usage.
According to New Headway Plus Pre-intermediate, creativity in classroom English allows students to explore, engage in creative thinking with ideas from the real world. The use of language involves creativity that transforms thoughts. This is through mimes, drawings, extraction of meaning and paraphrasing (ESL Writing, 2017). The application of creative and imaginative expressions in language motivates students to use creative tasks enhances their confidence and self-esteem. Teaching student’s creative thinking is essential for practical real life and classroom skills.
New Headway Plus Pre-intermediate provides a guide with instructional material for the classroom task. It gives students an edge by discouraging the over reliance on books while supports a lively environment (Darla, 1991). In the book, classroom tasks are essential and include:
The book also uses daily conversations for easy references during social interaction (Soars & John, 2000:21).
Innovative ideas in English language cater for the classroom and is important because it supports the use of a multifaceted approach (Pearchy & Maley (2015). Language skills for everyday classroom experiences are undeniable (Ronali, 2002).
New methodologies used in New Headway for pre-intermediate enhance the development of pedagogical knowledge in the learning environment. Professional standards emphasize the high quality standardization for learners. The cumulative language teaching (CLT) supports the transition from L1 to L2. Task based lessons are critical for the development of reading and social skills is evident in the pre-intermediate course book. The book also enhances The Total Physical Response (TPR), which supports a positive attitude (Laurillard, 2013). In the course book, the audio-lingual grammar lessons also support the students through a competency based learning process.
Learning activities in the New Headway involves culture, assessment, instruction, and language (Pearchy & Maley: 29). A holistic approach would supports positive self-esteem, and modeling real life examples, ability to choose, making connections, exploring ideas, and critical refection. The figure below shows TESOL teaching models fashioned after the CLT and TPR in which individual and group learning applies.
|
PERFORMANCE INDICATOR |
APPROACHES STANDARD |
MEETS STANDARD |
EXCEEDS STANDARD |
|
Develop students’ speaking skills for a variety of academic and social purposes. |
Candidates provide opportunities for students to interact socially. Candidates monitor and correct student speech as appropriate. |
Candidates provide opportunities for students to practice a variety of speech registers linked To academic and social activities. |
Candidates adapt activities to assist Ells’ social and academic speaking skills. Candidates collaborate with non-ESL classroom teachers to select speaking goals for content areas. |
New Headway pre-intermediate has sections of language principles and application in real life to keep the students ahead (Soars & Soars, 2000:22). The book topic gives examples of common mistakes in grammar, vocabulary and everyday English. The use of audiovisuals triggers the imagination and learning in the classroom. Some of the techniques suggested include narratives, descriptions, and dialogue. The book brings out brainstorming, patterns, visualization, and picture stimulus or group tasks for language use in multiple learning activities. According to the TESOL International Association (2010), task-based learning uses multiple elements that stimulates holistic learning. These include the foundation language domain, application instruction and application assessment domain used in New Headway Plus Pre-intermediate.
The New Headway Plus Pre-intermediate lessons simplify language skills for individual and group tasks through listening, reading and speaking tasks (Soars, & Soars, 2000:12). These are critical for the development of skills, talent and creativity (McCarthy, 1990). Learning is the adaptation of creative ideas from daily activities. A competency-based approach makes learning more enjoyable and the transformation of learning tactics calls for the development in the learning process (Tomlinson, 2016: 20).
New Headway Plus Pre-intermediate incorporates multifaceted activities, social perspectives, diversity focus and themes. These are critical in TESOL Saudi Arabian contexts. Each unit has lessons for individual’s development of language that support the exploration of learning (Cunningsworth, 1995). Students learn by theoretical framework, organizational, assessment, evaluation, and standard principles. In this course, book learning applies an interactive approach with an emphasis on active learning processes that support student engagement for an integrated process that supports of the effective selection of language. In the book, Unit 1, 7 and 8 cover learner’s and syllabus needs while most units focus on themed lessons. It has classroom approaches, written and spoken language and social interaction. These allow learners to exploit skills and everyday activities with a domain-based approach (Soars & Soars: 33).
Unit 13 provides a perfect example of a combination of principles for an integrated approach with examples from daily life (Cunningsworth, 1995:19). Using practical applications, it brings to reality learning experiences, subject matter and interactive education. Practice enhances professionalism and resource based teaching whose learning environment supports standardized framework (Laurillard, 2013).
Teaching grammar features, vocabulary development, themes and spoken phrases require creative use of words, meanings and research. Course books support creativity in efficient approaches for different instructions and materials. It captures grammar for the Present Perfect Continuous with an emphasis on student’s challenges (Pearchy & Maley 2015:70). Unit 13 of Soars & Soars (2000:105) outlines the following:
The empowerment process incorporates learning, participation and classroom interaction to motivate and develop willingness in learning (Brophy, 2013). Saudi Students in a Preparatory year at a Saudi University need a learning mode that empowers them for self-efficacy. The digital age provides tools for learners to advance their language proficiency for higher level through autonomy and cognitive learning. The process of validating EFL standards in language involves a questioning process, analysis of informational texts, primary sources, and narrative texts in the contexts of pedagogical methods that benefits the teacher as well as the student. The syllabus covers different skills including:
Reading helps learners to receive information and grasp the meaning in a passive way. However, productive skills incorporate speaking. The use of reading and listening completes the course book with role-plays, telephone calls audios and videos support the development of language for professionalism. The effective use of language for sentences and inputs is essential (Cunningsworth: 70). Receptive skills incorporate speaking and careful use of role-plays, films, audios and film to support the development of language for professionalism (Starko, 2013). The effective use of language for expressions, sentences and inputs is essential. The development of receptive skills starts with subskills.
The EFL standards in this unit captures different tasks and strategies for speaking and speaking including interaction of discourses, sentence formulation and descriptions (Soars, & Soars, 2000:105). Oral language recognizes different styles of language, a combination of linguistic, personal and social development to bring out techniques to support credible learning (Soars, 2006).
Unit 13 encourages the development of teamwork and individual study skills (Cohen, 2014). It supports writing, reading and listening skills, which are integral in EFL. These are critical for essay writing, student centered class or based learning as well as daily communication. Through personalization, the unit responds to learners needs as required by TESOL Saudi Arabia curriculum. Fresh ideas in the classroom encourage learning for both teachers and students. Personalization tailors the course work into specific situations favorable to the learner and the teacher (Bacca, Baldris, Fabregat, & Graf, 2014). This is appropriate for uniqueness and use of generic ideas to facilitate for the learning process.
The book has updated versions suitable for contemporary learning (Soars, Liz, & Sayer, 2011). I chose listening and speaking skills in unit 13 for individual learning processes where there are separate characters and confidence in learning ESL while others have problems in accents. Group work encourages proficiency in writing because of the technical skills required in future levels (Cohen, 2014). Multiculturalism in EFL acknowledges cultural diversities in the transfer of knowledge. This helps students in Arabia to understand the principles of learning through a domain based framework for the development of language. Proficiency in grammar paves the way for a better attitude, planning process, delivery, and reflection (Darla, 1991). It looks at the knowledge construction, cultural exploration and lessons beyond the classroom. Structuring EFL reading incorporates intensive reading, pre-reading material, post reading and reading modes for both formal and informal material. Classroom management using technology tools and devices includes audiovisual techniques like telephone and video tasks for student’s comprehension and learning.
Chapter 13 indicates how individual students and colleagues can discuss daily events. Soars & Soars (2000:109) gives an example of telephoning and use grammar to bring out speaking and listening skills. This unit task combines past tense narrations for the proper use of words. The unit shares more examples of writing and the improvisation through role-play for Present Perfect and Present Perfect Continuous. The activity on giving news gives the class an opportunity to engage in role-plays through imagination. Initiating dialogue is one of the hardest tasks mentioned in this unit. Creativity gives cues for story variations in conversations. The use of tenses supports standardization of language through principles (Woolland, 2014). This chapter helps to shape standards of language procedure, curriculum and strategies for teaching. It brings out the effect of learning and teaching in a real life situation.
Listening and speaking are two tasks used in the course book as core pillars of language development (Tsiplakides, 2011). Using practical activities, the book brings out the significance of emotions and personal interests or attitudes for pre-intermediate level (Soars & Soars, 2000: 108-109). However, I would use an online presentation instead of a role-play or telephone conversation. This is one way to add value to listening and speaking activities. Students can bring their mobile devices to class for demonstration. However, this will require a credible link, which has talks and presentations to help students gain maturity
In this segment, listening and speaking tasks involve self-expression through feelings and personalized examples (Soars & John, 2000:108). The use of a telephone conversation is effective in supporting the development of listening skills. Its transfer of organized information allows students to explore different ideas like using audiovisual presentation (Nicholson, 2014). However, the design and structural organization may overwhelm the learner because it covers a lot of information.
Rationale
Cunningsworth evaluation supports the development of productive skills, pedagogical learning and listening skills (Cunningsworth, 1995:19). In this case, the language context highlights numerous activities practical lessons for analytical and logical reasoning. Listening and reading are significant in the development of knowledge, facts, fiction and conceptualization of information.
Productive such as reading describe ideas through proper sentences, vocabulary and description (Morrow, et al., 2012). New Headway Plus for pre-intermediate simplifies information through words, phrases, daily life themes and rationalized thoughts. Using multimedia applications enhances learning outcomes to include reading strategies for easier adaptation (Brophy, 2013).
In this segment, the learner reads a diary and participates in a telephone conversation. New Headway Plus pre-intermediate (Soars & John, 2000:108) supports the use of audiovisuals in creative learning and self-learning for enhanced professionalism through cognitive expressions of knowledge (Cohen, 2014). Pedagogical learning combines subject content and complicated topics.
The Rationale
The process of knowledge transfer through paper enhances the learner’s ability through educational contexts. The intermediate level curriculum expects learners to have a grasp on certain materials including domain specific knowledge and technical information (Kolb, 2014). Quality speaking effectively requires proper listening and in contemporary learning systems, technology plays an integral part of learning and New Headway Plus Pre-intermediate makes use of basic knowledge for the learner’s engagement within the learning environment. Language standards in Arabia allow the student to examine, evaluate and verify their progress over time. Cunningsworth (1995) supports creativity as a methodology for helping the learner to familiarize with the learning process. This includes the use of vocabulary in listening interest topics and conversations.
Listening activities in the book is principle-based learning and supports brainstorming for the organization of professional knowledge in accordance to the practice and specified methods. The development of vocabulary and pronunciation includes the application of language elements like intonation, and repetition in dialogue to stress phrases (Soars & Soars, 2000:53). The book covers specific practice based learning that leads to the integration of materials. Professional knowledge is specialized, supports the knowledge acquisition process and the curriculum (Nilson, 2014). Learning pronunciation in reading and listening for every day English is key and the book encourages the use of notebooks for vocabulary and videos for effective learning.
Conclusion
Saudi leaners are culturally diverse and the adoption of an international language presents challenges. The New Headway Plus for pre-intermediate learning support cultural diversity by overcoming barriers and problems of learning a new language. Common challenges faced by students in Saudi includes diversions in culture and poor performance. Unit 13 discusses listening and speaking to highlight the effectiveness of pronunciation in overcoming mother tongue influences through practical daily activities. The use of suitable training materials for learners helps learners to become professionals in communication. Multiple ideas bring out continuous assessment through listening and comprehension skills, grammar use and vocabulary development. Although the book supports language proficiency for a culturally diverse setting, it needs a simpler design that does not overcrowd the learning especially in self-study. Evaluating the course book using Cunningsworth evaluation approaches brings out the advantages of the course book while highlighting its gaps in grammar proficiency, vocabulary development, reading and listening skills. The language focus on listening supports the intrinsic, quality and syllabus expectation while listening builds confidence.
References
Ahmed, S. A. (2015). Problems of English language acquisition in Saudi Arabia; An exploratory-cum remedial study. Theory and practice in language studies, 5(8), 1612-1619.
Allan, J. (2012). Topic detection and tracking: event based information organization. Spreinger Science & Media.
Alnefaie, S. (2016). Teacher’s role in the development of EFL curriculum in Saudi Arabi. Cogent Education, 3(1). Retrieved December 12, 2017, from https://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1240008
Alseghayer, K. (2014). The four most common constraints affecting English teaching in Saudi Arabia. International Journal of English Lingustics, 4(5). Retrieved January 4, 2017, from file:///C:/Users/BAT/Downloads/40944-140384-1-SM.pdf
Bacca, J., Baldris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications . Journal of Education Technology, 17(4), 133.
Bell, J. (2010). Doing your research (Fifth ed.). Open University Press.
Bernard, H. R., & Bernard, H. R. (2012). Social research methods: Qualitative and Quantitative. Sage.
Brophy, J. E. (2013). Motivating students to learn. Routledge.
Bryman, A., & Bell, E. (2015). Business research methods. Oxford University Press.
Cohen, A. D. (2014). Strategies in learning and using a second language . Routledge.
Collis, J., & Hussey, R. (2013). Business Research: A practical guide for undergraduate and post graduate students. Palgrave Macmillan.
Cook, V. (2013). Second language learning and language teaching. Routledge.
Cunnningsworth, A. (1995). Chooosing your coursebook. Macmillan Heineman.
Darla, D. (1991, June). Creative activities for teaching English as a foreign language. Eric Digest. Retrieved December 13, 2017, from https://www.ericdigests.org/pre-9220/english.htm
De Figueiredo, J. M., & Ritcher, B. K. (2014). Advancing the empirical research on lobbying . Annual Review of Political Science, 17, 163-185.
Easterby-Smith, M., & Thorpe, R. J. (2012). Management Research. Sage.
ESL Writing. (2017). Learn paraphrase writig . Retrieved from UEA: https://portal.uea.ac.uk/documents/6207125/8171154/paraphrasing/7ff5f61c-ba3f-438e-b2cf-59adf13d6d7c
Gelman, A., Carlin, A., Rubin, D. B., Vehtari, A., Stern, H. S., & Dunson, D. B. (2014). Bayasian data analysis. CRC Press.
Grbich, C. (2012). Qualitative data analysis: An introduction. Sage.
Hart, C. (1998). Doing a literature review. Sage Publications. Retrieved December 27, 2017, from https://www.cuzproduces.com/producinganew/files/resources/HART_Doing%20a%20literature%20review_1988_ch1.pdf
Husebo, S. E., O, Regan, S., & Nestel, D. (2015). Reflective practice and its role in simulation. Clinical simulation in Nursing, 11(8), 368-375.
Hussey, R., & Collis, J. (2013). Business Research: A practical guide for undergraduate and postgraduate students. Palgrave Macmillan.
Javid, C. Z., Farooq, U., & Gular, M. A. (2012). Saudi english major undergraduates and English major uUndergraduates and english teachers perceptions regarding effective ELT in KSA: a comparative study. European Journal of Scientific Research, 85(1), 55-70.
Khan, A. I. (2011). The teacher of English; Pedagogic relevance in Saudi Arabia. English Language Teaching, 4(2), 112-121.
Knezevic, B., & Kuhlman, N. (2013). EFL Professional Teaching Standards. TESOL International Association . Retrieved December 17, 2017, from https://www.tesol.org/docs/default-source/pdf/the-tesol-guidelines-for-developing-efl-standards.pdf?sfvrsn=0
Kolb, D. A. (2014). Experiential learning; Experience as the source of learning and development. FT Press.
Kuhlman, N., & Fenner, D. S. (2013). Tessol Guidelines for developing EFL Standards. In N. Kuhlman, & D. S. Fenner, TESOL Professional Standards for Teachers. Tesol International Association. Retrieved December 12, 2017, from https://www.tesol.org/docs/books/bk_preparingeffectiveteachers_738
Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge.
Marshall, C., & Rossman, G. B. (2014). Designing qualitative research . Sage Publications.
McCarthy, M. (1990). Vocabulary. Oxford University Press.
McDonough, J., & Shaw, C. (2003). Materials and Methods in ELT. Oxford: Oxford Blackwell.
McGrath, I. (2002). Materials Evaluation an Design for Language Teaching. Edinburgh: Edinbough University Press.
Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods. Sage.
Morrow, K., Coombe, C., Davidson, P., O’Sullivan, B., & Stoynoff, S. (2012). Communicative language testing. The cambridge guide to second language assessment 140.
Nicholson, H. (2014). Applied drama; the gift of theatre. Palgrave Macmillan.
Nilson, P. (2014). When teaching makes a difference; developing sciencee teachers’ pedagogical content knowledge through learning study. International Journal of Science Education, 36(11), 1794-1814.
Pearchy, N., & Maley, A. (2015). Creativity in the English Language Classroom. British Council.
Ronali, J. M. (2002). An evaluation of New Headway Upper-intermediate. University of Birmingham.
Rubdy, R. (2003). Selection of materials. In B. Tomlinson, Developing Materials for Language Teaching (pp. 37-57). London: Continuum.
Sarantakos, S. (2012). Social research. Palgrave Macmillan.
Sarem, S. N., Hamidi, H., & Mahmoudie, R. (2013). A critical look at textbook evaluation: A case study of evaluating an ESP course-book: English for international tourism. International Research Journal of Applied and Basic Sciences, 4(2), 372-380.
Saunders, M., Lewis, P., & Thornhill, A. (2015). Research Methods for Business Students (Fifth ed.). Harlow: Prince Hall.
Sharp, J. A., Peters, J., & Howard, K. (2002). The management of a student research project (Third ed.). Gower.
Smith, M. K. (2001, 2010). David A. Kolb on experiential learning. The Encyclopedia of Informal Education. Retrieved December 27, 2017, from https://infed.org/mobi/david-a-kolb-on-experiential-learning/
Soars, J. (2006). New Headway Plus: Intermediate. Oxford University Press.
Soars, J., Liz, S., & Sayer, M. (2011). New Headway Plus pre-inntermediate students book, special edition. Oxford Uniersity Press.
Soars, L., & Soars, J.. (2000). New Headway, English Course: Preintermediate. Oxford University Press.
Starko, A. J. (2013). Creativity in the classroom; schools of curious deligt. Routledge .
TEFL. (2017). The international TEFL Academy Online TEFL Class Syllabus. Retrieved from International TEFL academy: https://www.internationalteflacademy.com/syllabus
TESOL International Association. (2010). TESOL P-12 Professional teaching standards ( 2nd ed). . TESOL.
Tomlinson, B. (2016). Matrials development in language teaching. Cambridge University Press.
Tomlinson, B. (2016). SLA research and materials development for language learning. Routledge.
Tsiplakides, I. (2011). Selecting an English coursebook: Theory and practice. Theory and practice in Language Studies, 758-764.
Woolland, B. G. (2014). The teaching of drama in the primary school. Routledge.
Xu, X., Thong, J. Y., & Venkatesh, V. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157-178.
Yin, R. K. (2013). Case study research and methods. Sage Publications.
Zikhmund, G., Babin, B. J., Carr, J. C., Griffin, M., & Mitch, G. (2013). Business Research Methods. Cengage Learning.
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download