Abstract
English is required as the official working language for oceangoing seafarers across the world. In China, much time and effort has been dedicated to improving maritime students’ Maritime English (ME). However, low English proficiency is still one of the main barriers for Chinese seafarers to compete in the international maritime labor market. Online technology has introduced great opportunities for ME education in China. A deep understanding of the current status of online ME education in China is essential for enhancing its quality and effectiveness. This article investigates the current status of online ME education in China from the perspectives of Chinese maritime students and ME teachers by examining four key factors: online ME materials, online assessment and feedback, online interactions, and related online support. In total, 255 maritime students and 34 ME teachers from different maritime education and training (MET) institutions in China participated in this research. The study finds that online ME education in China was underdeveloped. Limited and simple online methods were being used in ME teaching and learning. The exam-oriented teaching mode greatly impeded the implementation of creative online methods. Many online functions had not been fully exploited and individual learning needs should be highlighted.
Highlights
Maritime English (ME), as a branch of English for Specific Purpose (ESP), aims to ensure seafarers worldwide can effectively communicate with each other
In this study, compared with the group mainly taught with a traditional teaching mode, the group utilizing online methods had a more positive attitude toward all the factors related to the current status of online ME education in China
This study mainly explored four components of the current status of online ME education in China through analyzing the perceptions of Chinese maritime students and ME teachers: online materials, online assessment and feedback, online interactions and related online support
Summary
Maritime English (ME), as a branch of English for Specific Purpose (ESP), aims to ensure seafarers worldwide can effectively communicate with each other. Shipping is a highly globalized industry (Kahveci et al, 2002) In such a globalized working environment, communication failure (Park, 2017; Ziarati, 2006), including seafarers’ deficiency in English (Ahmmed, 2018; Apostol-Mates & Barbu, 2015; Ziarati et al, 2009), is considered as one of the major factors responsible for maritime accidents. Despite the fact that a number of ME classes and many methods are put in place to improve students’ English proficiency, many Chinese seafarers still regard English deficiency as the major obstacle to effective communication on board (Kang et al, 2013; Tang et al, 2016). The quality of ME education in China does not meet the expectations of ME teachers’ and seafarers’ employers (Fan et al, 2017; Wang et al, 2017)
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