Investigation and Comparison of Creative Models for Online Teaching of Vocabulary and Grammar in Senior Secondary English Textbooks Using a Corpus-Based Approach

Abstract

This study aimed to identify, examine, and compare the dimensions and components of creative models for online teaching of vocabulary and grammar in senior secondary English textbooks using a corpus-based approach. This study employed a sequential exploratory mixed-methods design consisting of qualitative and quantitative phases. In the qualitative phase, semi-structured interviews covering eight areas of expertise were used to develop 72 initial codes, which were organized into nine components and three overarching dimensions: educational, technological, and support and services. The target population of the quantitative phase comprised English teachers in public education, instructors at foreign-language institutes, and e-learning specialists in Isfahan. For an assumed population of 300 individuals, a sample size of 169 was determined using Cochran’s formula. Data were collected using a researcher-developed 72-item questionnaire rated on a five-point Likert scale. Reliability analysis, factor analysis, the Friedman test, and Spearman’s rank-order correlation were applied for data analysis. Bartlett’s test of sphericity was significant (χ²=6538.896, df=2556, p<0.001), and the KMO index was 0.818, indicating adequate factorability. Parallel analysis supported retention of seven factors, whereas the nine-factor solution showed greater correspondence with the theoretical classification of the instrument. The Friedman test revealed a significant difference among the ranks of the nine components (χ²=74.837, df=8, p<0.001), although the effect size was small (Kendall’s W=0.055). Learning activities and teaching methods received the highest rankings. A weak but significant positive correlation was found between the educational and technological dimensions (ρ=0.175, p=0.023). However, neither the relationship between education and support (ρ=0.065, p=0.399) nor that between technology and support (ρ=0.037, p=0.634) was statistically significant. Corpus-based creative online teaching models should primarily emphasize active learning activities and exploratory teaching methods while promoting effective integration of educational and technological elements; however, the factorial distinctiveness of the technological and support components requires further validation in independent samples.