Semantic shift as a way of meaning specialization: the case of English elearning terms

Abstract

This article is devoted to the study of e-learning terminology in modern English. The processes of globalization and digitalization in the field of education and the rapid development of new Internet technologies have long been a catalytic force for the formation of e-learning terminology systems. The global pandemic situation has necessitated the transition of education to an electronic environment, thus revolutionized the education system and served as an impetus that caused a sharp increase in the frequency of e-learning terms usage in mass communication and contributed to the emergence of new terms in the researched sphere. In this regard, research aimed at identifying the specifics of e-learning terminology and the features of the meaning specialization is of particular importance. As a result of contextual analysis, a large array of newly emerged e-learning terms (1600 terminological units) was analyzed. The semantic study using the definition analysis and method of semantic differentiation shows that the semantic shift as a way of meaning specialization is a productive mechanism for the formation of new e-learning terms in modern English language. The results of the research contribute to the study of English lexicology and specifically terminology. The extensive illustrative material and the main findings of the study can particularly be used in the practice of teaching English for special purposes and in the development of e-learning materials in general

Effect of mobile learning on students' satisfaction, perceived usefulness, and academic performance when learning a foreign language

“…Also, the results demonstrate that academic performance is affected by the compliance of the content provided by mobile learning with the needs of students, self-efficacy, and motivation for mobile learning, as well as satisfaction and usefulness of mobile learning. These findings support previous studies indicating that students who are satisfied with mobile learning and perceive the usefulness of appropriate technologies in a given learning environment perform better in learning (Wu et al, 2010;Ossokina and Murzalina, 2021).…”