Maritime English Final Assessment оf Future Deck Оfficers at the Nikola Vaptsarov Naval Academy, Bulgaria

The objective of this study was to explore the levels of students’ anxiety, to reveal the factors influence students’ anxiety, and to reveal the students’ coping strategies for their anxiety in maritime English. This study was conducted using a mixed method. The participants consisted of 28 eleventh-grade students at SMK Pelayaran Nusantrara Barru, and a total of 23 students participating in the interviews. The researchers used a questionnaire to determine the students’ anxiety levels and interview to reveal the influencing factors and strategies to overcome their anxiety in maritime English. The findings showed that 23 out of 28 students experienced anxiety in maritime English. 16 students (57.14%) were in the mildly anxious level, 6 students (21.14%) were categorized as anxious level, 1 (3.57%) student fell into the very anxious level, 5 students (17.86%) were categorized as relaxed level, and none of them as very relaxed. The factors affected students’ anxiety in maritime English, including communication apprehension, test anxiety, fear of negative social evaluation, learning situations, assignments, teachers, maritime specific terms, and doubts of maritime English competence. In order to overcome anxiety, this study described that students used preparation; relaxation; positive thinking; focusing on the lessons; peer support practice, and students’ learning method as their strategies in the maritime English classes. As a conclusion, the majority of students were anxious in maritime English, caused by internal and external factors. Then, positive activities empirically impacted to solve anxiety during the maritime English learning.

This article introduces some insights into the nature and features of maritime English and studies the effect of those on the future Maritime English syllabus. In this respect two approaches to the syllabus are highlighted: (a) the minimalist approach oriented to meet the minimum requirements the STCW Convention 1978/1995 (basically ensuring safe communication using appropriate parts of SMCP 2001), and (b) the extended approach within which Maritime English becomes a comprehensive educational subject within the overall Maritime Education and Training (MET) curriculum and ensures the future holder of a maritime academic degree efficient competence in English for conducting both sea and shore-based duties. To this end, the growing role and importance of General English within the Maritime English syllabus is emphasised. In order to be able to study the modern developments in Maritime English, a proposal is made for starting an international project of compiling and maintaining a web-based corpus of Maritime English, i.e. a textual and terminological database to be at the disposal of the students, Maritime English teachers and subject teachers in their research, learning and teaching activities.

According to international regulations, it is mandatory for navigators or engineers to acquire suitable skillsets before their designation as a duty officer on board. One of the most important elements is Maritime English (ME), wherein students are taught a required set of basic skills that enable them to process various documents related to accidents, ship conditions, and inspections. Students have to be equipped not only with the use of general English skills but also with the coherent use of technical terms and phrases. However, due to the unique circumstances that exist in the maritime domain, the methods used for imparting maritime knowledge and the manner in which it is evaluated are restricted. Hence, this study aims to utilize an online Maritime English learning and testing platform that can be accessed on smart devices to analyze its impact on the students’ learning process. An experiment was conducted on two groups of cadets, one that used the platform and another group that did not. After six-week, the experiment results showed a significant difference between the ME test scores of the two groups. The test scores were further analyzed by incorporating the students’ personal elements to measure the efficacy of the ME test platform. Therefore, the learning and evaluation processes are expected to be implemented in ways that are appropriate and convenient to specific circumstances and be widely used in the field of maritime education in the future.

This study aimed at developing of teaching maritime English as English for Specific Purpose especially in conducting Maritime English Preparation Test. The purpose of this study is to find out the problems of maritime students’ in learning Maritime English and describe how the product will be developed. It is also intended to investigate how effective of MEPT for improving students’ achievement for learning maritime English. This study is Research and Development (R and D) and It was adapted from Borg and Gall (1983) and Sugiyono (2009) as the basis of conducting this research. There are Problem arise, Need analysis, Design the concept of Maritime English Preparation Test, Preliminary Test, Expert judgment, product revision, field test and final product of Maritime English Preparation Test by using flash application. The type of the test consisted of some of the aspects such as grammar, pronunciation, listening, vocabularies drilling. I used multiple choice tests as the treatment in order to find out the effectiveness of the product toward the students’ achievement. The aspect of the test item has already designed mixed randomly by the computer program. From the result of the research analysis showed that the product was effective to improve students’ score for Maritime English Test.

Many studies have been conducted to help improve student performance in academics. Either tested practically or scientifically, both have been implemented. Until now, there has been no ultimate teaching style to ensure student performance in academics while maintaining their motivation to study. This is because students differ in their natural ways of learning. This study was conducted at the University of Malaysia Terengganu (UMT), among Nautical Science and Maritime Transportation students. In this study, research on improving student performance in Maritime English has been conducted. The current system of the learning and teaching process of Maritime English at UMT was determined in this research and, in order to evaluate the current proficiency in Maritime English, content analysis has been used to analyze their final examination paper. Additionally, interview sessions were conducted with a selected expert to obtain a recommendation on how to improve the performance of students in Maritime English. The subjects were among the first-year students of the Bachelor of Nautical Science and Maritime Transportation program. At the end of the research, this paper gives a recommendation on how to improve performance in the learning and teaching processes of Maritime English courses for students at maritime universities around the world.

The relation between maritime security and competence in English is interlinked. The study’s contribution focuses on empirically evaluating the implementation of the module Ship Security in Maritime English course for future navigators in order to improve their professional competence connected with the ISPS requirements through language learning. The contents of the module parts are developed to elicit the topics that will aid in elimination of security-related deficiencies on board. The current article presents the description of the module design, which includes learning objectives and outcomes, briefly outlined the content of the module parts, lessons’ structure in accordance with communicative and blended learning approaches. The module’s effectiveness was corroborated both quantitatively and qualitatively, which identifies this teaching concept as an appropriate way forward. The findings of this paper can be in use for Maritime English teachers and will aid to convey security awareness issues simultaneously with language teaching in compliance with the STCW requirements and the Model course 3.17 Maritime English.

The maritime industry, a cornerstone of global trade and commerce, relies heavily on effective communication, primarily through Maritime English. Ensuring safety, operational efficiency, and regulatory compliance on international waters necessitates proficiency in this standardized form of English. Despite its critical role, many maritime professionals struggle with Maritime English, especially speaking and critical thinking skills. This study explores how facilitated critical thinking in speaking can enhance Maritime English proficiency. Facilitated critical thinking involves instructional strategies that promote analysis, synthesis, and evaluation of information through interactive dialogues, problem-solving tasks, reflective practice, and collaborative learning. This study employs a mixed-methods approach, including quantitative and qualitative phases, to examine these strategies among maritime students and professionals. Results from paired samples statistics, correlations, and t-tests indicate significant improvements in speaking proficiency and critical thinking skills following the intervention. The findings suggest that integrating critical thinking into language instruction effectively addresses the unique challenges maritime professionals face, ultimately enhancing communication and safety in the maritime industry

Ethics, Equity, and English-Language Learners: A Decision-Making Framework

This research aims is to analyze the challenges of using Maritime English by ship crews and its impact on safety at sea. Through a survey approach, data was obtained from a number of ship crews at ports, especially at Tanjung Perak Port, Surabaya. The results showed variations in the level of Maritime English competency among respondents, with a number of challenges faced, such as difficulties in daily communication, document translation, and interactions with port authorities. These challenges have serious implications for safety at sea, including increased risk of accidents, operational delays, and the inability to respond quickly and appropriately to emergency situations. These safety implications highlight the urgency to improve maritime English competency among ship crews through appropriate training and the development of effective communication strategies. By improving maritime English skills, it can be hoped that safety risks at sea can be significantly reduced. This research provides valuable insights for the shipping industry and authorities to improve communication practices and increase safety at sea.

The term “Critical Thinking” increasingly presents in the world of education and language teaching recently. Critical Thinking skill in English classes is necessary to improve students’ English Competence. In term of Critical Thinking, the students are asked to be more active in the classroom. In the case of passive learners, teacher is the only one who speaks in the front of classroom. Such teachers look upon their students as empty tubes, which require to be filled with information (students centered). This kind of situation will destroy the opportunities for learning and critical thinking. This paper aims at elaborating critical thinking skills development on language learning especially in Maritime English classroom. Considering that Maritime Students are prepared for the world class seafarer, the method of how English are taught is very crucial. And, Critical Thinking support the process of Maritime English learning. The content also involves a presentation of how critical thinking skill is implemented in Maritime English class through some activities in four language skills (Speaking, Listening, Reading, and Writing)

The article is devoted to the defining of the phenomena of Ukrainian cultural movement of the 19th century, when under conditions of comprehensive Russification of the Ukrainian community and the influence of the Church Slavonic language as well as of complete lack of education in the native language, the processes of creation of the Ukrainian literary language took place. The new Ukrainian spelling was established, the struggle for teaching in schools in the Ukrainian language was intensified, various styles, and lot of genres of literature in the native language were developed. These searches and comprehension by advanced representatives of political, cultural and social life are considered. It is determined that the spirit of romanticism, European revolutions, the abolition of serfdom, scientific and industrial shifts gave birth to a galaxy of unique Ukrainian thinkers, scientific societies, writers, etc. Among them, Panteleimon Oleksandrovich Kulish (1819-1997) was a significant person due to his energy, ability to organize a business, multifaceted talent, profound knowledge. One of the resonance works of the diverse creative heritage P.O. Kulisha is studied in the article, that is a book for initial education in native language − the "Grammar" of the Ukrainian language, which was highly appreciated by T. Shevchenko. Its structure, the content of each part, the pedagogical role as well as the concept of the author, manifested in its preface and the final part were described. The study emphasizes that in the processes of creating a new literary Ukrainian language, its spelling, writing textbooks, grammars in Ukrainian for initials education, two periods are noticeable: the first one – the 20-30th years of the 19th century, when the problems of the necessity of a new literary language arose, the new literature, preservation of the ethnographic, folklore heritage of the people, the second one – the 40-60th-years was the period of active participation of a new generation of Ukrainian thinkers in the development of the Ukrainian literary language, the creation of new spelling, new literature for primary education in native Ukrainian language. The role of "Grammar" in the formation of a new Ukrainian literary language and its phonetic spelling, in the formation of education in the Ukrainian language, the creation of textbooks in the Ukrainian literary language, and the development of Ukrainian writing are underlined. The emphasis was also put on the introduction of the author's, phonetic spelling, the so-called "Kulishivka" in the "Grammar", which is the basis of the modern Ukrainian spelling. Despite the prohibition of "Valuevsky (1863)" and "Yamsky (1876)" decrees, books and newspapers, although very limited were published in Ukrainian. The article also highlights the following discourses: the role of "Grammar" wrote by P. Kulish (the theory and practice of creating a Ukrainian literary language, the new Ukrainian spelling, which caused the intensification of imperial repressions) and its contemporary significance for the new Ukrainian space of ideas, meanings, communication, methods of publications in the Ukrainian language, as well as some grammatical factors of the theory or history of writing: the language of sound - the language of the book: thinking - writing, writing - thinking; sound - letter, letter - sound; "science of reading" - writing, etc. Comparison of discourses contributes to the conclusion that the development of the living language, sound of language during writing has been improved so complex and multifaceted in the 19th century that passed later in the 20th century, and even in the 21st century remain controversial, as evidenced by the lengthy discussion of the “Project of the New Ukrainian spelling”.

The article analyzes the actual problems of the methodology of professional education in the humanities field of knowledge, in particular, the Surgut dialect of the Khanty language in Khanty-Mansi Autonomous Okrug-Yugra. In modern vocational education, the study of native language becomes an integral part of national culture, which absorbs history, spiritual values, moral norms and models of speech etiquette. That is why it is important to preserve the native language of each ethnic group. There is an urgent need for the socialization and development of the student's personality as a subject of ethnicity and as a citizen of the Russian Federation. Preservation and development of native languages and traditional culture of indigenous peoples of the North is one of the state tasks facing Russia and Yugra as a subject of the Federation at the present stage. The absence of the uniform approved alphabet on the Khanty language and the educational-methodical complexes recommended by the Ministry of Education of the Russian Federation does not allow studying a native (Khanty) language in vocational education. We believe that it is unacceptable to study the subjects Native Language and Native Literature (subject area Native (Khanty) Language and Literature) at the expense of the academic time allocated by the educational organization within the framework of extracurricular activities and educational work. Hence, there is a need to develop the content and methodological organization of the educational process of the Native Language discipline at vocational and specialized secondary educational institutions and universities, as well as for the course training in Khanty-Mansiysk Autonomous Okrug-Yugra. Native language serves not only as a means of communication and cognition of the surrounding reality, but also as a means of recording, preserving national and cultural traditions and introducing them to future generations. That is why the quality of education of the native (Khanty) language at professional institutions in general depends on the quality of education of the modern generation of indigenous peoples of the North of the Russian Federation. We believe that the improvement of skills and development of abilities in the subject Native language will be successful if we implement an effective methodological system based on integration of phonetic, word-formation, lexical, grammatical and syntactical levels of Khanty language.

In spite of the challenges involved in the comparison of policies and practices for multi/plurilingualism in different national or contexts, the comparative data presented in this study provide a rich source of cross-national insights.1 Leaving aside the degree of recognition of multi/plurilingualism, there are multi/plurilingual policies and practices in all 24 countries/regions surveyed, with many EU and CoE recommendations being followed. On the basis of both the comparative cross-national findings presented here, and the contextual detail provided by our researchers in the country profiles, we hope that policy-makers, practitioners and specialists working in the field will be able to identify good practice, which can subsequently serve as a basis for development and knowledge exchange. Below, we summarise the key findings for each of the language domains surveyed.Languages in official documents and databasesLegislation on national and R/M languages is provided in almost all countries/ regions, on foreign languages in 14 countries/regions, and on immigrant languages in only six countries/regions.Official language policy documents on the promotion of national and foreign languages are available in almost all countries/regions, on R/M languages in 18 countries/regions and on immigrant languages in only four countries/regions.The European Charter for Regional or Minority Languages (ECRML) has been ratified by Parliament in 11 out of the 18 countries surveyed, and signed by governments in France and Italy. It has been neither signed nor ratified by Bulgaria, Estonia, Greece, Lithuania and Portugal.The largest numbers of officially offered R/M languages in education emerge in South-Eastern and Central European countries. In Western Europe, Italy and France are the clearest exceptions to this general rule, as they offer a wide variety of languages. The concepts of regional or minority languages are not specified in the ECRML but immigrant languages are explicitly excluded from it. In Western European countries, immigrant languages often have a more prominent appearance than R/M languages but enjoy less recognition, protection and/or promotion.Most countries/regions are familiar with official language data collection mechanisms and most of them address three types of languages: national languages, R/M languages and immigrant languages. Only four out of 24 countries/regions have no language data mechanisms at all: Bosnia and Herzegovina, Denmark, Greece and the Netherlands. Portugal only collects data on the national language.There is also variation in the major language question(s) asked in official nation/region-wide language data collection mechanisms. Over half of the countries/regions surveyed ask a home-language question, while others ask about the main language and/or the mother tongue.Languages in pre-primary educationMany EU and CoE documents underline the importance of early language learning. At pre-primary level, 14 of the 24 countries/regions surveyed provide additional support in the national language for all children funded by the state. The Netherlands and Ukraine devote the most time to this.Foreign-language provision at this level is offered by nine countries/regions: Bosnia and Herzegovina, the Basque Country, Bulgaria, Catalonia, Estonia, Spain and Ukraine, although it may be partly or fully funded by parents/ guardians. English, French and German are the most common languages offered.R/M languages are offered by 17 countries/regions, and are mainly funded by the state/region. In some countries there are minimum group size requirements to form a group. The widest variety of languages is offered in Austria, Hungary, Italy, Romania and Ukraine.Provision in immigrant languages in pre-primary education is not yet very common. However, in spite of the difficulties involved in identifying appropriate teachers and learning materials, three countries (Denmark, Spain and Switzerland) do offer support to very young children for the maintenance and development of their languages and cultures of origin. …

The globalization of the maritime industry has led to increasingly multicultural crews aboard merchant vessels. Effective communication, primarily conducted in English, is crucial for operational safety and efficiency. This paper explores the pedagogical approaches to teaching Maritime English within the context of multicultural crews. It emphasizes the integration of intercultural competence into language instruction, addressing challenges such as language barriers, cultural misunderstandings, and the need for standardized communication protocols. The study reviews existing literature, highlights best practices, and proposes strategies for Maritime English educators to enhance both linguistic proficiency and cultural awareness among cadets.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0908/a.php" alt="Hit counter" /></p>

English is the accepted common working language of the maritime world and being competent in its use is essential to the safety of ships, their crews and the marine environment. This paper is a response to the urgent need to find a suitable solution to the problem of providing maritime students with quality instruction in Maritime English. This paper will show what type of English instructor is best suited to help cadets have at least a basic grasp of Maritime English communication, with a view to possessing the level required by STCW 95 within the shortest time. It presents ways that maritime institutes can develop their own qualified or 'marinated' English Instructors and what qualifications should be required. It is concluded that by further essential research, interviews and questionnaires etc., the language needs of the university and shipping industry in Korea as a whole can be clearly verified. By examining such data, the present language education systems can be evaluated as to efficacy and relevance, allowing the establishment and implementation of 'best practice' within the training institute. This will result in making excellent informed decisions and choices about how best to improve the language competencies of graduating cadets, thereby creating the catalyst for the success of future seafarers whilst raising the image of the institute and Korean shipping worldwide.