Effectiveness of English Medium Instruction Implementation on Boarding Maritime Education

Forum for Education Studies 2024, 2(3), 2024

The current Opinion article represents set of recommendations and piece of advice related to development and integration of curriculum of English-language educational program (ELEP) at maritime education and training institutions (METIs). The title of the article implies integration of curriculum of the educational program that would entirely be taught in the English language. In my opinion, such educational program and its alumni would help METI to meet demands of modern international maritime labour market. The paper could be interesting and useful for higher education institutions that are oriented on complete transition of educational process to English-language educational program that would be delivered only in the English language. Nowadays there are a lot of educational institutions in the world where educational process is mainly conducted in native language, and the recommendations given in the present Opinion article could be applied by these institutions for development of the curriculum of ELEP. Consideration of curriculum design is the main topic of the present paper that comprises the most significant issues and details of the topic.

2015

Several studies clearly indicate that most accidents at sea are related to human errors many of which are due to communication difficulties and are most frequently based on lack of appropriate knowledge of the English language. This language barrier is most common amongst multinational crews and port authorities, particularly in restricted waters. The correct use of English in the global maritime profession is considered crucial to avoid incidents at sea and to facilitate a more effective means of communication between ships and ship and port as well as to harmonise management and operations onboard vessels with multi-national crew. The number of ships with multi-national crew is rapidly increasing and this trend is expected to amplify in the future. Turkey has a considerable maritime history and a large and well-educated population of young people who would be willing to serve at sea. These factors make Turkey, in particular, a valuable potential source of large numbers of seagoing...

2010

Several studies clearly indicate that most accidents at sea are related to human errors many of which are due to communication difficulties and are most frequently based on lack of appropriate knowledge of the English language. This language barrier is most common amongst multinational crews and port authorities, particularly in restricted waters. The correct use of English in the global maritime profession is considered crucial to avoid incidents at sea and to facilitate a more effective means of communication between ships and ship and port as well as to harmonise management and operations onboard vessels with multinational crew. The number of ships with multinational crew is rapidly increasing and this trend is expected to amplify in the future. Turkey has a considerable maritime history and a large and well-educated population of young people who would be willing to serve at sea. These factors make Turkey, in particular, a valuable potential source of large numbers of seagoing personnel of different types and levels of seniority, which would considerably enhance manning on a worldwide scale. However, Turkey has no great history of adherence to English as anything other than a minor school subject: this means that few young Turkish people currently recognise that good English language skills can create employment opportunities worldwide in a wide range of sectors, particularly as seafarers in the maritime industry. In 2003, the Turkish Maritime Education Foundation (TUDEV) initiated a programme to conduct maritime education and training (MET) in English alone. To achieve this required coordination and cooperation with many other maritime education establishments as well as awarding and accreditation authorities abroad. This resulted in TUDEV becoming heavily involved in several EU-funded projects based on the development of maritime English language training (SOS and MarTEL) and other related topics such as maritime safety (TRAIN 4Cs I and II, MAIDER and EGMDSS) and automation and risk assessment/management (SURPASS). This paper reports on an evaluation of TUDEV's new programme by its own cadets who have undergone their MET programme in English. Their views on a wide range of aspects of the MET were collected. The results were analysed which has helped TUDEV to refine its teaching and learning model. It is anticipated that MET institutions who wish to deliver their programme in English could benefit from TUDEV's findings.

Maritime English instruction, ensuring instructors, competence, 2007

More than ninety percent of global trade is carried by sea. As a result it “has fostered an interdependency and inter-connectivity between peoples who would previously have considered themselves completely unconnected” (Mitropoulos, 2005). For the maritime industry which facilitates this activity, it is essential that a common working language, namely English, is competently used to safeguard the ship, its crew and the environment in which it sails. This presupposes that the graduates of maritime academies are well prepared and that their mentors are qualified to perform the task required by international regulations. This paper attempts to summarise a 2-year research project, funded by the International Association of Maritime Universities and completed by the authors in 2006, entitled “Profiling the Maritime English Instructor” (PROFS). It categorizes and describes the various types of Maritime English instructors presently employed at higher Maritime Education and Training institutions worldwide, defines the requirements regarding their professional qualifications in the areas of applied linguistics, methodology and the minimum maritime background knowledge demanded by the relevant international legislation, and thus provides a guideline for management and prospective instructors.

Adequate knowledge of English language to enable the officer to use English publications to perform duties for the deck and engineering officers is the mandatory requirement in STCW code in accordance with A-II/1 and A-III/1. For the Maritime Higher Education & Training Institutions it can be a part of the curricula to assure the expectations of Marine English for Engineering and Deck Officers proficiency training. The interdisciplinary approach of Maritime Education requires operational and management level knowledge and understanding of shipboard operations, ship-to-ship and ship-to-shore communications, emergency prearedness and contingency planning, and also operations like docking, classification, environmental management execution, supply of spare parts, trouble shooting etc. This study propose a model of Maritime English Course Planning and Execution for deck and engineering officers taking into account the actual implementation of these courses at Maritime Faculty of Istanbul Technical University. It also proposes some future research topics to improve the quality of Maritime English in higher education system.

UAD TEFL International Conference

Indonesia is an archipelago country with thousand-pretty blessed islands with large hinterland surround. Regarding the fact, many of Indonesian believes that their ancestor is seafarer. Many Indonesian live from sea. They live from everything provided by the wealth of the seas. Fortunately, the government realizes this fact and they believe that maritime potential of country could be explored well for the sake of people’s wealth and welfare. This is done by their commitment to growing up and securing maritime higher education by following the international standard of IMO which is called as STCW 2010 Manila amendment. Data was stated that in this recent year, the world needs more than 69.241 qualified seafarers for each five years later. As the consequences, English is an obligatory to achieve. Maritime English which is more specific in the English subject would be an essential knowledge as well as skill in line with the issues. In the global maritime world, this competence should b...

2015

Research has shown that the weakest link in Maritime Education and Training (MET) is the identification of the communication problems due to lack of standards for Maritime English. Communication failures have caused many accidents and incidents in the past. There have been many attempts to reduce communication failures and improve both the content and delivery of Maritime English. A recent EU Leonardo Project MarEng considered a great success in enhancing the current efforts in improving content and delivery of English Courses by MET providers. However, there are no international or European standards yet for the evaluation, assessment and testing in Maritime English to measure students ’ competence and performance in this very important subject. To address this deficiency, MarEdu (TUDEV–CFF Partnership) with support from several EU member states as well as Norway instigated a major Leonardo Project known as MarTEL (Maritime Test of English Language) in 2007. The first phase of the ...

adam-europe.eu

It has been a long-standing claim in the maritime industry: we refer to the need to built new technologies and answer the specific needs of the new seafarer in the way he/she is taught and practice English as a workplace language. The intercultural dimension of such an endeavor is a pre-requisite.

Tekat Sukomardojo, 2020

ABSTRACT 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 Keyword: E-learning, Vocabulary, Maritime English. Received: October 13rd, 2020 Revised: November 25 th , 2020 Published: November 30th , 2020