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Maritime English is stated as one of General Courses at Merchant Marine Polytechnic of West Sumatera. Based on the initial observation, there still some problems found related to Maritime English learning. This research conducted due to several problems, namely the low level of cadets’ Maritime English language skills, limited Maritime English learning media and the absence of Specific Maritime English textbook. This research aims to produce validity, practicality and effectiveness of learning media Maritime English for Ratings Forming textbook. This research is Research and Development (R&D) using the 4-D (four D) model. This research was conducted at Merchant Marine Polytechnic of West Sumatera. The subject of this research was the cadets of the nautical class. Validity test data is obtained from validation sheets for aspects of material/content, appearance/design and language. Practicality test data was obtained through questionnaire responses from cadets and lecturers. The effectiveness data was obtained from the cadets’ assessment results of Maritime English language skills. The research results show that the validity of material/content, appearance/design and language of the textbook is in the very valid category. The practicality of the textbook is very practical. Then, the effectiveness of Maritime English for Ratings Forming textbook is found effective. It can be concluded that the Maritime English for Ratings Forming textbook can improve the Maritime English language skills of cadets at Merchant Marine Polytechnic of West Sumatera. This research can provide several implications for the cadets, lecturers and institution. Maritime English Textbook for Ratings Forming can be used as learning media for the cadets and teaching media for the lecturers.

The shipping industry is regulated by international laws with the stakeholders significantly influencing the standards of international transport systems and, therefore, demands highly qualified specialists. The introduction of digital technologies, automatization of working processes, and globalization of international maritime trade create new challenges and increase the requirements for the mariners’ professional competences, thus impacting the training of future specialists. The latest studies on the current trends and the long-term prospects indicate the need to acquire new professional skills to support the shipping industry’s sustainable development. The stakeholders are increasingly recognizing the influence of human factors on the efficiency of the processes aboard ships and emphasize the urgent need for an overhaul of maritime education. The focus on the soft skills training aims to contribute to the formation of future leaders and improve the quality of seafarers’ professional training. Thus, there is a need to substantiate the importance of soft skills for a successful career in the maritime industry and to describe the methods to integrate them into the educational process. The authors acknowledge that the concept of “soft skills” proposed by national and foreign researchers varies in their characteristics. Based on the analysis of scholarly papers, we have formulated the “soft skills” definition appropriate for our research. We define “soft skills” as individual psychological and behavioral properties that are realized in interpersonal interaction and contribute significantly to its effectiveness.The purpose of the article is to present some approaches to integrating soft skills into Maritime English program at a higher educational institution.To determine the primary directions of soft skills development, the authors have analyzed the latest international projects, conducted by maritime experts. We consider the integration of soft skills into the Maritime English course to be one of the most suitable approaches since the teaching methods and the course learning materials are aimed specifically at the development of effective interpersonal communication skills.The information presented in the paper can be useful for researchers and educators, who are interested in soft skills embedding into educational programs.

The article examines the peculiarities of future ship engineers and electricians education by means of competence, communicative and interdisciplinary approaches; emphasis is placed on the interdisciplinary connections of the disciplines of different cycles of training; it is underlined that the process of future seafarers education should be based on a competent, communicative and interdisciplinary approach, which will provide future specialists with efficiency in acquiring knowledge, skills and abilities. The important competencies are defined in research by the educational goals of the competency-based approach that include knowledge and understanding (theoretical knowledge of an academic discipline, the ability to know and understand); knowledge of how to act (practical or operational application of knowledge in certain situations); knowledge of how to live (values as an integral element of perception and coexistence with others in a social context). The interdisciplinary approach is an interdisciplinary movement of knowledge towards integrity, which involves a systematic study of the object and is a logical result of changes in each of the interacting knowledge systems, and is the source of the emergence of new trends towards their integration. The study notes that the use of competency-based and interdisciplinary approaches contributes to the effective planning of professional training of a specialist; the analysis of the situation with the influence of interdisciplinary and competence approaches on the sequence of presentation of educational material when studying the disciplines of different training cycles allows to say that the use of these approaches contributes both to the in-depth assimilation of knowledge and skills by cadets and enriches their horizons allowing to establish relationships and interdependencies in the process of their education. Attention is drawn to the fact that the communicative approach in studying the disciplines of the cycle of humanitarian and socio-economic education will contribute not only to communicative knowledge and skills (frequency, accuracy in formulating statements, the correct use of existing samples and the construction of one's own), but will also produce such universal skills as teamwork, creativity, flexibility, etc. It has been proven that there is a need to apply the principles of interdisciplinary and competency-based approaches in educational and professional programs, training programs, curricula for more effective mastery of the future profession by ship engineers and electricians [ABSTRACT FROM AUTHOR]

The article describes the use of a benchmarking approach as an effective means of assessing and comparing competitiveness and improving the organization`s activities. In the era of the information society, knowledge fast changes and distributes, making it impossible educational institutions to be successful if not have a real competitive advantage. The use of educational technology while Maritime Education and Training improves student outcomes, including grades and test scores. The paper describes the use of educational technology in a variety of ways, including blended learning, flipped classrooms, and personalized learning as a more engaging and effective learning environment. Benchmarking and educational technologies are two intertwined concepts that play a crucial role in improving the quality of maritime education. Research suggests that educational technologies can positively influence Maritime English education of future ship engineers. EdTech tools can be used to simulate different educational scenarios and predict potential outcomes. This can help educators benchmark their current practices against alternative approaches and make informed decisions. Such technologies provide students with access to authentic materials, real-life scenarios, and immediate feedback, enabling them to develop their speaking, listening, reading, and writing skills. Benchmarking can foster a culture of continuous improvement and encourage collaboration among educators to share best practices and develop innovative solutions. The paper concludes with positive impact of benchmarking approach with educational technologies into Maritime English education of future seafarers. The prospects of further research can be seen in the use of benchmarking approach while Collaborative Online International Learning, namely Maritime English online courses on LMS MOODLE.

The article examines the problem of Hard and soft skills development of higher maritime educational institutions cadets while studying the discipline «Maritime English»; emphasis is placed on the interdisciplinary connections of the disciplines of different training cycles; it is underlined that the process of teaching maritime English future sailors should be based on a communicative approach, which will enable future specialists to realize their needs in acquiring knowledge, skills and abilities directly on board the ship, as they will work in mixed crews. The study also pointed out the group of knowledge and skills, which are necessary for obtaining confirmation of the professional readiness for a higher education applicant, and the group of knowledge and skills, which are necessary for career promotion; it is stated that the discipline "Maritime English" in educational preparation of cadets of higher maritime educational institutions acts as a kind of synthesizer of knowledge and skills, acquired by them in the process of studying the disciplines of the professional cycle (hard skills), and at the same time provides for the formation and development of such knowledge and skills as: critical thinking, creativity, ability to work in a team, cultural awareness, communicative skills, flexibility, etc. (soft skills). Attention is drawn to the fact that the heterogeneity of cadets' knowledge upon admission to a maritime university and their further distribution into subgroups vary the complexity and types of tasks in classes. It has been proven that the discipline "Maritime English" is universal for preparing future specialists for their professional activities (in the aspect of developing hard and soft skills), as it integrates knowledge and skills, acquired from professionally oriented disciplines, and allows their application for the development of soft skills [ABSTRACT FROM AUTHOR]

The article examines the problem of Hard and soft skills development of higher maritime educational institutions cadets while studying the discipline «Maritime English»; emphasis is placed on the interdisciplinary connections of the disciplines of different training cycles; it is underlined that the process of teaching maritime English future sailors should be based on a communicative approach, which will enable future specialists to realize their needs in acquiring knowledge, skills and abilities directly on board the ship, as they will work in mixed crews. The study also pointed out the group of knowledge and skills, which are necessary for obtaining confirmation of the professional readiness for a higher education applicant, and the group of knowledge and skills, which are necessary for career promotion; it is stated that the discipline "Maritime English" in educational preparation of cadets of higher maritime educational institutions acts as a kind of synthesizer of knowledge and skills, acquired by them in the process of studying the disciplines of the professional cycle (hard skills), and at the same time provides for the formation and development of such knowledge and skills as: critical thinking, creativity, ability to work in a team, cultural awareness, communicative skills, flexibility, etc. (soft skills). Attention is drawn to the fact that the heterogeneity of cadets' knowledge upon admission to a maritime university and their further distribution into subgroups vary the complexity and types of tasks in classes. It has been proven that the discipline "Maritime English" is universal for preparing future specialists for their professional activities (in the aspect of developing hard and soft skills), as it integrates knowledge and skills, acquired from professionally oriented disciplines, and allows their application for the development of soft skills [ABSTRACT FROM AUTHOR]

The transition to a new educational model that will ensure the independence of thinking and speech activity of the future mechanic-officer is a strategic vector of improvement and change in the educational space, which will help maintain the competitiveness of both the teacher and the student. The purpose of this study was to exchange experience of theoretical and practical application of the World Café method as a tool for critical thinking in the context of formation of communicative competence of future ship engineers. To fulfil this purpose, the survey method was used to collect and analyse information on the development of productive critical thinking of education students during discussion in English language classes for professional orientation. The main characteristics and requirements for critical thinking in the professional training of future ship engineers were defined, namely: clarity, accuracy, validity, logic, impartiality. It was proved that the process of forming critical thinking is a necessary condition for independent and responsible actions of maritime specialists in problematic situations. Critical skills such as analysis, evaluation, explanation, and summarisation were highlighted, which are important when discussing professional situations. It was substantiated that critical thinking requires active learning and does not tolerate passive learning, and therefore classes should be interesting and exciting, productive, and motivational. It was emphasised that the main purpose of modern maritime education is not just the accumulation of knowledge and skills, but the training of cadets as independent subjects of educational activities capable of learning and improving their knowledge. The study described the advantages of the World Café method. It was noted that in distance education, “the world cafe” method is widely used in online classes on the Moodle, Zoom, Google Classroom, Whiteboard Miro platforms for group work and knowledge sharing. The practical value of this study is that its results can be used by teachers in preparation for classes in English (for professional purposes), literature, history, etc

Online classes (due to COVID, and then because of the war in Ukraine) require the teacher to make constant changes and to use new forms and methods of learning so that students feel free and more independent. Such a learning model as the flipped class is a type of mixed learning, the peculiarity of which is that students work on new educational material at home and consolidate what they have learned in class by performing practical tasks on the topic. The research aims to describe the process of creation and implementation of flipped classroom lessons for ship engineering cadets of a modern maritime higher education institution. The following methods were used in the research: observation, study of practical experience, verification of creative works and application of tests. The example of a flipped classroom lesson on the Learning Management System platform MOODLE is presented in the article. The priority of such lessons is to redesign the learning model so that the cadets are familiar with new material before class. The set of examples of activities that motivate cadets to get ready before class are given. Fourth-year cadets of the ship engineering department of Kherson State Maritime Academy, Ukraine are the main participants of the experiment. The formation of competence regarding Maritime English using a flipped classroom was analysed. The article presents and substantiates the results of the experiment, confirming the positive influence of flipped classrooms on the communicative competence of future ship engineers. It is shown that, using the flipped classroom the teacher gets the opportunity to work with each student individually and immediately focus on the performance of practical tasks; each student can independently, at the necessary pace, review the material, which is available at any time (for those who attended the class, and for those who were absent for some reason). The practical significance of the article is that it demonstrates how the new pedagogical model allows for increased active learning opportunities for cadets of the ship engineering department.

Maritime English proficiency is crucial for future ship engineers to effectively communicate, operate, and ensure safety in the globalised marine industry. The study is devoted to analysing the integration of language and technical skills, highlighting their symbiotic relationship in the educational context. This paper explores the development of modern approaches to teaching Maritime English, emphasising continuous assessment and adapting teaching strategies. The assessment and evaluation methods were used to measure language proficiency, demonstrating the importance of ongoing assessment to monitor progress and adapt teaching strategies. Additionally, this article examines the influence of e-learning and digital resources, shedding light on advancements, challenges, and opportunities in Maritime English education. The importance of cross-cultural communication training is discussed, emphasising its role in preparing future ship engineers for an international working environment on a ship. Case studies, best practices, and lessons conducted at Kherson State Maritime Academy (KSMA), Ukraine, are shared to provide practical insights for teachers. The implications of international language proficiency regulations in the maritime industry are also addressed. By analysing the impact of these pedagogical approaches on ship engineers' safety and crisis management capabilities, this article highlights the tangible benefits of effective Maritime English education. For mobile learning app developers, the study suggests integrating features that promote collaborative learning, interactive assessments, and personalised feedback to optimise learning experiences. Overall, integrating online learning tools and technologies (e.g. Moodle LMS) presents a promising avenue for advancing Maritime English education and preparing future ship engineers for the challenges of the marine industry today.

The English language is the lingua franca in the maritime industry - being proficient in English in maritime transport communication is a precursor to safety. The paper aims to explore Maritime English specificities, seafarers' language competence needs and evaluation solutions, and the significance of the concept of communicative language ability in Maritime English as well as to present the assessment instrument and its application in sea communication tasks. The model of communicative language ability with its competences and their significance in the maritime context are presented. This model is valuable for designing an instrument to measure speaking ability in an oral communication task. The instrument Communicative Language Ability Scale (CLAS) and its application in Maritime English communication tasks are analyzed. The implementation of CLAS in English for specific purposes context, which is the crux of Maritime English, showed that the instrument is valid, reliable, and internally consistent. The vocabulary (Standard Maritime Communication Phrases), pragmatic competence, communication strategies, and nonverbal communication factors are of paramount importance in Maritime English communication use. [ABSTRACT FROM AUTHOR]

The role of globalization in spreading of English as a fundamental tool of a communication appears to become an effective characteristic in all the aspects of business environment in maritime industry as "turned-on" email chain and correspondence is completely established in the English language, thus building the challenging competency within maritime universities and nautical institutions. While overviewing the research studies over the last four decades we mainly see that the main "ladder" in the objectives of IMO Model Courses remains to be the promotion of contact and cooperation among maritime lecturers of all branches of knowledge and form a high level of professional expertise institution in enhancing the environment of teaching opportunities of English for Special Purposes in maritime and shipping industry. The obvious conclusion by examining the proceedings of the Sub-Committee on the International Maritime English Conference (IMEC) is that the English language is rapidly gaining ground on effective delivering of lectures within the maritime establishments because its composition, flexibility, vocabulary and pragmatics completely makes it to become the "Lingua Franca" of Maritime English. [ABSTRACT FROM AUTHOR]

Previous studies suggested that game learning method could assist students in improving English proficiency. However, Gen Z students in a semi-military maritime vocational school had a lack of motivation to enrich their maritime English mastery because of their many non-academic activities. The goal of this study was to present polimarlish.id as an alternative game learning medium to enhance maritime English phrases, vocabulary, and idioms through interactive game-learning such as matching pictures, matching sounds, jumbled words, and fill-in-the-blank. This website was developed by considering various types of games and details of the user experience, such as giving clear instructions, attaching real pictures, and using a native sound speaker. Therefore, in order to evolve this game-based learning website, the researcher also gained data by taking observations, conducting interviews, and delivering questionnaires. The data was analyzed using a Likert scale. A total of 85.71% of 28 participants agreed that polimarlish.id could enhance their maritime English standard marine communication phrases (SMCP) proficiency. [ABSTRACT FROM AUTHOR]

The importance of studying terminology in maritime higher educational institutions is beyond any doubt. Poor proficiency in professional English vocabulary may cause problems in communication between multinational crew and threaten the safety of life, ship and cargo at sea. Thus, mastering of the vocabulary is and will always be the main direction in teaching a foreign language for professional purposes. The paper analyzes the main types of lexical units that form the termbase of maritime English. Effective ways of mastering professional vocabulary are provided. At the same time, it is noted that teaching shall be provided and complied with the terms of a professionally oriented approach, where all decisions regarding the selection of the syllabus are coordinated with the professionally oriented communicative requirements of cadets. It means that the cadets study lexical units which are required for further application in specific areas and situations, taking into account the professional direction.The special lexical units that are considered as a substantial component of a special lexical competence which acts as an integrative phenomenon and has level structure and includes knowledge about special lexical units, skills of using studied special lexical units in a given communicative context are discussed. Some aspects of marine terminology which are necessary for cadets’ familiarization when studying the course “Foreign language (English)” have been considered.It is noted that a combination of various tactics and teaching methods with the use of illustrative materials to the use of original professional documents such as ship's instructions, checklists and others is useful and productive when studying professional English terminology. The combination of all these methods will allow the cadets to have an integral “linguistic” pattern of their future profession, from individual words and word combinations to the functioning of lexical units in a real professional language.

The quality of higher vocational nautical English teaching is not only related to the student’s vocational ability and job competence but even related to the safety of the ship and personal safety during the voyage. In this paper, we design a reform plan for higher vocational nautical English teaching based on the Hadoop-MapReduce distributed system framework, design the reading and writing algorithms of teaching resources, use a genetic algorithm to improve Pick-KX dynamic load balancing algorithm and construct a nautical English project-based teaching resource base. The effectiveness of the improved Pick-KX dynamic load balancing algorithm in this paper is tested through experiments with 200 to 1000 concurrent users. Finally, two senior nautical English classes are selected to conduct a semester of controlled variable experiments on project-based teaching reform and analyze the changes in performance. It was found that when the number of online users increased from 200 to 1,000, the IO and memory occupancy increased by 60% and 458M, respectively, and the average time taken increased from 0.8 to 5.8 seconds, which was in a reasonable range, and the repository was able to run smoothly. After one semester of experiment, the average score of the experimental class increased by 10.88 points, and the distribution of scores changed towards the high end of the range, while the scores of the control class did not change significantly. This paper’s nautical English project-based teaching resource library is effective, and the project-based teaching reform is a significant improvement in students’ nautical English scores. This study provides unique ideas and feasible methods for the reform of nautical English teaching, as well as the application and innovation of project-based teaching.

The paper is devoted to using innovative technologies in the professional training of future ship engineers. It highlights the need for tutors to make lessons interesting and exciting and to create a situation where every cadet can be active. The research emphasises that the main target of maritime education today is not just to accumulate knowledge and skills but to prepare cadets as independent subjects of educational activity who can learn and upgrade their knowledge. The article describes the benefits of digital technologies for online maritime education and training, including various videoconference services. It also discusses the psychological theory of learning based on the psychology of human relationships, which is crucial to interactive learning technologies. The paper concludes by describing various technologies for information visualisation, such as cloud technologies and gamification, and recommends tools like Mentimeter, Aha Slides, and Poll Everywhere for collaborative work and knowledge exchange. The research also suggests that using whiteboard resources during Maritime English lessons can serve cadets as a visual platform for displaying essential Maritime English vocabulary, supporting interactive discussions, conducting simulated exercises and role-playing scenarios.

Limiting the scope of Maritime English (ME) courses to nautical subject matters, due to the conventional views who define ME as the global language used at sea, may not be based on a real needs analysis of English for Specific Purposes (ESP) courses in ports and maritime related organizations. Utilizing a mixed-methods approach, this study aimed to challenge this traditional perception through conducting an ESP needs analysis in Ports and Maritime Organization (PMO) of Iran. All the 17 departments’ managers and/or their delegates were interviewed, then a researcher-made questionnaire which was developed according to the interviews was distributed among the experts (70 respondents). The deductive content analysis was used for analyzing the qualitative part, and the quantitative data were analyzed through descriptive statistics. It was revealed that the overall needs of PMO in terms of ESP does not concord with conventional nautical-based Maritime English courses, and it in fact encompasses a much wider variety of content areas such as “port economic, marketing and investment, legal, tariffs, agreements and contracts, education, research, strategic port administration, logistics” etc.

The article aims at finding the points of change in Maritime English for ETOs to suit the needs of the students, industry and IMO requirements. The already existing course built in accordance with the recommendations provided in the Model course 3.17 by IMO is reviewed in terms of different aspects and some suggestions for the linguistic part are given. [ABSTRACT FROM AUTHOR]

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It is generally agreed that the new technologies have brought about a dramatic change in the way work has been performed worldwide in recent years; therefore, adapting teaching/learning materials to the digital environment has become the norm. But what did this entail? Such questions might arise throughout this process: does face-to-face traditional teaching still find its place within the maritime classroom? what novelties does e-learning (as didactic method) bring to it? which digital methods to use? is there a discernable shift from instructor to facilitator of instructional activities?, etc. This paper sets out to report on a close examination of the above-mentioned issues that the field of teaching/learning maritime/naval terminology in English is currently facing, as presented and discussed during a webinar related to this key topic. [ABSTRACT FROM AUTHOR]

The aim of study was to analyse the perceptions of cadets and lecturers in implementing marlins online for seafarers based on synchronous learning model. This study used qualitative research, with a case study design. Data collection used observation, questionnaire, in-depth interview and documentation to collect data on current teaching practices and approaches used in Maritime English. The research sample was 5 experienced lecturers and 24 cadets in Engine Department study program. 3 of 5 lecturers and 7 cadets was focused on interview. Analysis of interview data used Atlas.ti Software version 9 in 2021. Based on findings found that cadets and lecturers have the same high perception of thoughts, feelings, opinions and experiences in using Marlins. High perception is characterized by collaboration, direct instruction, interaction, clarification and autonomous learner. Marlins was an online learning platform for seafarers that is not only learning English but also maritime-related to resources as an E-learning solution for shipping, cruise ships and the maritime industry overseas. Including the exam used to assess the competence of seafarers who will work in the ship. This is in line with the program established by the International Maritime Organization (IMO). [ABSTRACT FROM AUTHOR]

Purpose: Shipping is the world's largest trade and also one of the most dangerous. Safety of life at sea, the environment at sea, and 80% of world trade depend on professional and competent seafarers. Ziarati (2006) identified that poor communication as one of the most significant factors in accidents at sea and ports. SMCP is a collection of words or phrases in English which is supported by the international community means of communication at sea then developed and adapted to IMO (International Maritime Organization) standards. SMCP aims to explain external communication phrases such as communication between ships, between ships and land parties such as ports. The main goal is to reduce language problems in communicating at sea and also to avoid misunderstandings that can lead to accidents. So, it is possible to learn vocabulary in SMCP to achieve maximum results if it is done in a pleasant atmosphere. Design/methodology/approach: This study uses a quantitative approach using a quasi-experimental method. Findings: In this study, the result in question was the use of games to support the learning of maritime English SMCP vocabulary. Research limitations/implications: The population in this study was the cadets of the diploma program majoring in Nautica in the second semester of The Surabaya Shipping Polytechnic (2015-2016) academic year, amounting to 110 people. The sample of this study was 20 cadets in class C. Paper type: A case study

In the global maritime industry, ineffective and ambiguous communication often is a main or contributing cause of shipping accidents. Nevertheless, because of the limited availability of authentic data, quantitative studies in maritime communication are rare. In addition, previous studies seem to have used the Standard Marine Communication Phrases as the prescriptive maritime communication standard, thus overlooking the superordinate role of the Manual for Use by the Maritime Mobile and Maritime Mobile-Satellite Services published by the International Telecommunication Union. Therefore, this paper uses a specialised spoken corpus of authentic routine ship-shore communication to quantify the rate of compliance of authentic routine ship-shore communication with the standard protocol of communication for ships and shore services as the key communication agents in the provision of navigational safety and efficiency. The findings show that authentic routine ship-shore communication still significantly deviates from the standard protocol of communication. In addition, the rate of compliance varies across the analysed elements and between the two communication agents examined in this study. Finally, the results indicate the need for harmonisation between the documents that define the standard protocol of communication. - The study is based on a specialised spoken corpus of authentic routine ship-shore communication. - Routine ship-shore communication still significantly deviates from the standard protocol of communication. - Shore services are not more observant of the standard protocol of communication than ships. - The efficiency and clarity of routine ship-shore communication largely relies on the predictability of communication topics. - Harmonisation is necessary between the documents that define the standard protocol of communication. [ABSTRACT FROM AUTHOR]

This paper dwells on maritime terminology and the relationships defining “oppositeness of meaning” in it. It briefly retraces some theoretical assumptions in the sphere of antonymy and offers a classification of antonyms from a morphological and semantic point of view. The examples given are excerpted from documented materials standardized and consistent within the area of shipping and discussed and systematized using the lexico-semantic method. The findings in this study can be applicable when teaching English maritime terminology. [ABSTRACT FROM AUTHOR]

The reason for modern Maritime Education and Training (MET) is to provide students with the necessary skills, and knowledge to be successful in the future outside of school. Futuristic teachers need to help students become life-long learners who are ready, organized, and equipped for new challenges. This paper tries to find position of Maritime English/IMO Standard Marine Communication Phrases (ME/ IMO SMCPs) versus autonomous ships, to facilitate developments in a safe predictable environment and for ensuring safe navigation in the future, also in a mixed traffic situation where both manned and unmanned ships will be sailing on the same routes and ports. In its attempts, this paper tries to analyse the Obstacles and Disadvantages when no crew is required on board; this could jeopardize the statute of seafarers, and not every aspect of unmanned shipping is all roses. The work is much future oriented and requires challenging conventional concepts and operations.

This article examines to what extent 'content and language integrated learning' or CLIL approach has impact on students’ learning in a Maritime English course. The graduates of Fishing Technology Study Program (TPI) in Advance University are required to have a certificate of nautical expert of fishing vessel (ANKAPIN) when applying for a job in a fishing vessel in Indonesia. One of the subjects assessed in the ANKAPIN examination is Maritime English. Bearing its name, this particular content subject consists of Maritime-related terminology and phrases. Believed as an effective way of learning a second, or a foreign language by integrating content and language learning, CLIL approach requires the collaboration between the lecturers of English and discipline subjects. The action research reported in this article implemented an English medium instruction (EMI) class using CLIL approach in an English as foreign language (EFL) context. The data collection included students’ pre-test and post-test results and questionnaires of student evaluation towards CLIL classroom learning. The results of the tests were analyzed descriptively using the Excel program and the evaluation survey was with content analysis. The results of this study showed students' increased understanding of vocabulary in the field of Maritime. Students also expressed their positive experience in the CLIL class. Besides, students articulated some more to experience including authentic learning aids such as a fishing vessel and more visual materials.

Maritime English is an important factor in education of seafarers and acquisition of their highest powers and competencies. The aim of this research was to look into the attitudes of the students of Nautical Studies at the Maritime Departments of the University of Dubrovnik and the University of Zadar towards the importance of Maritime English with regard to their education and future profession. The study also included teachers at MET institutions in Dubrovnik, Zadar, Rijeka and Kotor. Two online questionnaires were created in Google forms and distributed during March/April 2021. The data were analysed by means of Fisher’s Exact Test and Spearman’s correlation. Both students and teachers set forth a positive attitude towards the importance of being fluent in English. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research is to find out the effect of applying flipped classroom model by giving an emodule on the students' mastery of Maritime English and the students' responses toward the implementation of flipped classroom model at POLTEKPEL SUMBAR. Methods: The participants of this study are two classes of cadets in a nautical program in the first year. To collect the data, the researcher used tests and interviews. Then, the data were analyzed by using statistical analysis and qualitative analysis. Results: The result of the data analysis proves that the cadets improved their listening, reading, writing, and vocabulary scores after they learned by using flipped classroom model-based e-module. Furthermore, the interview result shows that the cadets gave positive responses to the implementation of flipped classroom-based e-module at POLTEKPEL SUMBAR. Conclusions: The cadets agreed that flipped classroom model-based e-module fostered their learning autonomy and improved their Maritime English ability. [ABSTRACT FROM AUTHOR]

The global pandemic of Covid-19 has affected the teaching and learning of the STCW courses (Standards of Training, Certification and Watch-keeping for Seafarers) which witnessed the drastic move from normal faceto-face facilitation to full online and distance learning (ODL). This new paradigm shift has resulted in significant changes as well as immense challenges to students who experienced this crisis for the first time. Hence, the study aims to discover students’ motivation level in adapting to the new environment of online learning as experienced by semester 2 students in Maritime English classes via quantitative study adopted Keller’s ARCS Model of Motivation survey administered on 78 respondents. The data collected were analysed and the results showed high level of students’ motivation despite having to undergo challenges in online distance learning during the MCO. Moreover, the four elements of the ARCS Model tested in the experiment indicated very high scores in students’ engagement, confidence, motivation, and satisfaction. This preliminary study has helped to provide a new perspective on online learning as well as students’ motivation to the maritime education and training institutions. Hence, it is hoped that the findings could help them to make continuous quality improvement in pedagogical, technological adaptation and assessment aspects for the benefit of students and stakeholders of the maritime industry. [ABSTRACT FROM AUTHOR]

As a result of the widespread use of online technologies and vast opportunities for the use of English in everyday online life, the field of online informal learning of languages, in particular English, has attracted a new wave of research attention. Nevertheless, the number of corpus studies in this field remains low. More specifically, to date no research study has focused on the suitability of the language input to which online users are exposed while performing online activities with regard to the development of language skills in English as a language for specific purposes. In order to bridge this research gap, the objective of this paper is to apply the corpus approach to examine whether watching a medical television series may have an effect on the development of medical Maritime English for future deck officers. The results indicate that in terms of lexical density, lexical diversity, terminology, and word clusters, watching a medical television series may have a limited effect on the development of medical Maritime English for future deck officers. However, future research should examine whether watching television series may have an effect on the acquisition of typical speech patterns in spoken maritime communication, which are closely related to everyday spoken communication. Importantly, the results also seem to indicate that online informal learning of English cannot replace all segments of the formal learning of English for Specific Purposes, but can significantly contribute to the development of general English competence, which is a precondition for the further development of discipline-specific language competence.

The article examines the peculiarities of future ship engineers and electricians education by means of competence, communicative and interdisciplinary approaches; emphasis is placed on the interdisciplinary connections of the disciplines of different cycles of training; it is underlined that the process of future seafarers education should be based on a competent, communicative and interdisciplinary approach, which will provide future specialists with efficiency in acquiring knowledge, skills and abilities. The important competencies are defined in research by the educational goals of the competency-based approach that include knowledge and understanding (theoretical knowledge of an academic discipline, the ability to know and understand); knowledge of how to act (practical or operational application of knowledge in certain situations); knowledge of how to live (values as an integral element of perception and coexistence with others in a social context). The interdisciplinary approach is an interdisciplinary movement of knowledge towards integrity, which involves a systematic study of the object and is a logical result of changes in each of the interacting knowledge systems, and is the source of the emergence of new trends towards their integration. The study notes that the use of competency-based and interdisciplinary approaches contributes to the effective planning of professional training of a specialist; the analysis of the situation with the influence of interdisciplinary and competence approaches on the sequence of presentation of educational material when studying the disciplines of different training cycles allows to say that the use of these approaches contributes both to the in-depth assimilation of knowledge and skills by cadets and enriches their horizons allowing to establish relationships and interdependencies in the process of their education. Attention is drawn to the fact that the communicative approach in studying the disciplines of the cycle of humanitarian and socio-economic education will contribute not only to communicative knowledge and skills (frequency, accuracy in formulating statements, the correct use of existing samples and the construction of one's own), but will also produce such universal skills as teamwork, creativity, flexibility, etc. It has been proven that there is a need to apply the principles of interdisciplinary and competency-based approaches in educational and professional programs, training programs, curricula for more effective mastery of the future profession by ship engineers and electricians [ABSTRACT FROM AUTHOR]

"Maritime English for professional purpose" e-course based on the LMS MOODLE was created in accordance with the requirements of modern society for the formation of communicative English competence of future maritime industry workers. Our research is devoted to the description and analysis of the work of the future maritime specialists in the e-course. One of the main elements of the course is the Forum (the exchange of questions, answers, messages etc., leaving the message, or creating questions). It is the forum that provides a two-way communication between a teacher and the cadets. The course also contains some elements of gamification (badges, games, Easter eggs, leaderboard, points etc.). Educational content is provided using a system of elements, which greatly enhance the motivation of students to study. QR code quest (a maritime subject chain of activities using two-dimensional code) helps students to find the necessary information, analyze it, organize it, solve tasks etc. Prezi's presentations have additional depth and context, increase students’ motivation to learn. The Quizzes of our course correspond to six levels of Bloom's taxonomy (knowledge, understanding, application, analysis, synthesis and evaluation). The Gradebook has a clear structure: two types of tests, language competencies and additional points in a limited number. In our study, we have produced statistics on the leaders and outsiders of e-course, a comparative description of the groups studying in the course. As a result of our research it was proved that LMS MOODLE e-courses have a potential educational opportunity as an effective means for forming the foreign professional competence of future seafarers. Interactive exercises bring cadets closer to the real-life communication in the absence of a natural linguistic environment and can be used as part of the system of formation of foreign professional competence of future maritime specialists. It was also proved that the system of blended learning helps to master the English language faster and more easily.

Purpose: The increasingly global trade in the world demands the sea transportation industry, especially ships, to further increase the capabilities and expertise of the crew, especially the ability to communicate in English. So in the national education system, learning English is very important. . Design/methodology/approach: Various methods are used to improve English language skills, one of which is the use of technology in learning for students, namely by using e-learning. Findings: This study aims to determine the use of e-learning in maritime English learning, one of which can improve the vocabulary skills of cadets majoring in Eto Pelayaran and to find out the obstacles that might occur when using e-learning in learning English maritime eto shipping. Research limitations/implications: This study uses a quantitative approach with the analysis used is descriptive-quantitative analysis that reveals the problems that occur Practical implications: The sample of this study was 25 cadets in the ETO Shipping class in Semester II, totaling 25 people. Originality/value: This research conducted at the ETO Shipping class in Semester II. Paper type: This paper can be categorized as a Study cases

This type of research was Participatory Action Research using the Denzin and Lincoln (2005) model which consists of the Kahoot pre-action cycle and post-action cycle. This study aimed to examine the use of Kahoot Platform in Maritime English learning. It improved the speaking skill of nautical science cadets by the increasing number of maritime vocabularies as an indication. The results of this study described that the use of Kahoot quiz made learning experienced in the classroom very interactive, interesting, and effective, because of the two cycles carried out increased from the beginning of the cycle to the next cycle marked by the increasing number of correct answers done by the cadets. Thus, their vocabulary mastery increased as well. Kahoot not only increased vocabularies that supported cadet’s speaking skill initiated by the correct oral reproduction, but also increased cadet’s enthusiasm in learning Maritime English. In conclusion, the use of online gamification-based Kahoot quiz toward nautical science cadets at Sekolah Tinggi Maritim Yogyakarta had a significant impact on vocabulary mastery for effective communication skills.

Maritime English creatively and uniquely demonstrates communicative behaviors that enable seafarer interlocutors to successfully and effectively give and receive vital information to ensure safety of life, the vessel and the environment. As a training ground for future maritime officers, maritime institutions are expected to deliver courses that meet the need of the maritime industry, including the language of the sea. In response to the changes in curriculum and the challenges of communications at sea, this study aims to describe the communicative behaviors of Filipinos onboard international merchant marine vessels. Specifically, it sought to answer the following questions: a. How may the behavior of Filipino seafarers be described along the following areas- verbal communication, non-verbal communication, cross-cultural communication, listening, and creating healthy communicative relationships?; b. Is there a significant difference in the behaviors of Filipino seafarers when they are grouped according to their field of work?; c. In what areas of communicative behavior do the Filipinos need to improve?; d. What Maritime English course can be developed to address the areas that need improvement and to ensure global communicative competence of Filipino maritime students? One hundred eighty-seven (187) students of the Maritime Academy of Asia and the Pacific (MAAP) who have gone onboard for their shipboard training and 127 active Filipino seafarers were the participants of the study. Results show that: a. Filipino seafarers practice desirable communicative behaviors often; b. the deck and the engine group significantly differ in their communicative practices; c. the engine group needs to practice using English and focus on the situation at hand more often. These findings were used as one of the bases of the design and development of a responsive maritime English course.

Maritime English (ME), as a type of English for Specific Purposes (ESP), is somewhat different in that its instruction and research are founded on specific international legal procedures. Thus, it is vital to determine an ESP framework that bridges the code-tailored ME curriculum development with the communicative language teaching approach. This paper reports on the revision of the International Maritime Organization (IMO)’s Model Course 3.17, Maritime English, where an integrated genre-based ESP framework helps to achieve the balance between language learning’s “wide-angled” quality and ME’s legal consistency. It is argued that code-tailored ME competences find expressions in maritime domain-specific genres; those are the typical sets of English communicative events that seafarers are involved in while achieving their maritime professional objectives. The curriculum can be designed as to integrate linguistic systems, professional motivation and behaviors, communicative skills and cultural awareness into the teaching process, which entails a process of learning Maritime English while taking maritime domain-specific action. Specifically, the principle of genre as social action apprises the two-stage syllabus mapping, that is, General Maritime English (GME) and Specialized Maritime English (SME). In GME, the focus is placed on the linguistic content and how language tasks embedded in the maritime contexts are fulfilled; in SME, the focus is placed on the professional content and how the maritime workplace duties and identities are fulfilled through the English language. As such, syllabus mapping calculates the discursion-profession correlation and helps to ensure that code-tailored ME teaching is communicative performance-oriented. Thus, the multi-syllabus task design and content selection must consistently maintain the genre-based balance on the linguistic-communicative continuum. As a result, the English linguistic systems underlying the maritime domain-specific performances are naturally presented to GME learners; duty-specific knowledge, understanding and proficiency (KUP) requirements for English competence are accordingly unpacked into genre sets to let SME learners develop professional communicative expertise. Moreover, specific intercultural registers defined by English as the lingua franca at sea and ashore demand indispensable cultural input to discursive practices in ME education.

The research aimed to developing Maritime English Materials which are suitable for Deck Students of Makassar Merchant Marine Polytechnic in semester I. The subjects were the seventh semester students and the first semester students. The instruments were questionnaires and interview guideline (in need analysis and evaluation phase). This research was conducted by following Borg and Gall’s research design (2003) in combination with jolly and Bollitho’s model design (1998) with several modifications. In the first stage, questionnaire and interview guidelines were used to gather the learner’s needs. Next, the second stage, the data from need analysis was used to write the course grid. It then was used as guidance in writing the drafts of the developed materials. After being tried out and evaluated, the materials were approved to fulfill the criteria of good materials. Thus, it can be concluded that the developed English reading materials for Makassar Merchant Maritime Polytechnic students are suitable and appropriate with their need and level. [ABSTRACT FROM AUTHOR]

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The aim of this study is to make a comparison between the regulatory framework and actual common practice concerning the teaching and use of Maritime English. This comparison is directed at understanding the variables and identifying the issues that lead to the divergence between the two. Therefore, by relying on a custom-designed survey, this work investigates the way in which these issues interlink with the Italian Maritime English Teaching system and delves deeper into the perception that seafarers have of this matter. [ABSTRACT FROM AUTHOR]

The use of YouTube resources as learning materials becomes increased in English language teaching (ELT), especially when implementing the content-based instruction (CBI) approach. In addition to its importance during the recent global restriction caused by the Corona Virus Disease (COVID-19), one of the benefits of using YouTube is perceived to provide authentic learning, which can improve the student learning experience, hence prepare graduates in the future career. While several studies have shown the benefits of using videos in ELT classrooms, this study argues that consideration for suitability and relevance of the visual materials should include the contained meaning potentials; experiential, interpersonal, and textual aspects. The study analyzed three videos used as teaching and learning materials in a Maritime English course at a vocational university where the research was conducted. Foregrounded by SFL theories, the analysis of the videos utilized Multimodal Video Analysis (MMA) Software to present a selection process of teaching and learning materials in the form of YouTube videos. Findings show the specifics of the meaning potentials in the videos used for the teaching and learning materials of the Maritime English course. The results also highlight the positive qualities and drawbacks identified in the videos. Additionally, the findings of the study provide guidelines for selecting video materials suitable and relevant to the Maritime English course in vocational higher education in Indonesia. [ABSTRACT FROM AUTHOR]

The present study investigated the effectiveness of a treatment based on educational social networks (Edmodo) in developing some oral communication skills of first year Maritime Transport students, Arab Academy for Science, Technology and Maritime Transport (AASTMT). Edmodo was supported by short recorded speeches based on their terminology. Forty MTS navigation department were included in the present study .The two- groups quasi - experimental design was used. The educational social network site Edmodo was integrated along with face-to face sessions. The results of the study proved statistically significant difference between the mean scores of the experimental group and control group in the post-course administration of assessment tools. The obtained results imply the effectiveness of the treatment based on using educational social networks in teaching English for specific purposes in general and oral communication skills in particular.

Vocabulary mastery holds a special status in the teaching of specialized languages, as it represents a crucial element in the learners' professional development. Student-focused approaches to teaching highlight learner-centered techniques and strategies for the efficient learning of specialized vocabulary, such as explicit vocabulary-building activities. Crossword puzzles can be one way for learners to experience such learning, since they are beneficial on a number of different levels: they are entertaining and challenging vocabulary practice tools, they stimulate student motivation and autonomy, and they lead to better vocabulary awareness and retention. With this in mind, the present paper aims to illustrate the practical uses and benefits of crossword puzzles in teaching and learning maritime English vocabulary. [ABSTRACT FROM AUTHOR]

Specialized lexis used by American military personnel includes an official technolect, technical nomenclatures, tactical codes, as well as an abundant, diversified jargon. The latter is spontaneously created by the members of military units, and relies on several lexicogenic matrices, which we attempt to classify in this study by reformulating available descriptions of lexicogenic mechanisms. Metaphors and abbreviations account for a significant proportion of the 190 items in our dataset. An analysis of the institutional roles played by U.S. military jargon was also carried out: alongside bonding, humor and encryption, this lexical material also serves to recount implicit narratives, express negative stance about the military, and formulate stereotypes about the constraints of military life. Building “role diagrams” allows to visualize the balance between these six roles for an individual lexical item.

The aim of the given paper is to present a set of the advantages and benefits expected by the application of the hypertext technologies in Maritime English teaching. Specification of minimum standard of competence for the officers on board the ships of 500 gross tonnage or more requires “adequate knowledge of English to enable the officer to use charts and other nautical publications, to understand meteorological information and messages concerning ship’s safety and operation, to communicate with other ships, coast stations and Vessel Traffic Service centres and to perform the officer’s duties with a multilingual crew, including the ability to use and understand the Standard Marine Communication Phrases” IMO Publishing (2011). Thus, a wide range of the results to be achieved during the process of Maritime Education and Training implementation related to the language competence development needs application of modern approaches actively used in different fields of skills - oriented education.

Under the Manila 2010 amendments to the STCW , all crew members on board cruise vessels, mainly those assisting passengers during emergency situations and not only, “should be able to communicate safety-related issues in English or in the language spoken by the passengers and other personnel on board.” Having in view that navigational and safety communications from ship to shore and vice versa, ship to ship, and on board ships must be precise, simple and unambiguous, so as to avoid confusion and error, besides the need to standardize the language used, there is a growing demand of developing communication skills in English, especially for personnel working on cruise vessels, but also on RORO vessels, yachts and small passenger vessels. This is the reason why we have designed, developed and are already delivering the “Maritime English for Auxiliary Personnel" course in Specialized Maritime English to auxiliary personnel working on board cruise vessels to develop their ability to communicate with passengers, mainly during an emergency. The course covers the specific language used to describe the parts of ships, organisation on board ships, all essential safety-related matters and work-specific topics. It also reflects the situations in which auxiliary personnel need to communicate, with each other, with other crew members and with shore side authorities. The final goal of this course is to improve fluency in spoken English in real life situations which, of course, can be both routine and non-routine.