E-LEARNING AS A TOOL FOR ASSESSMENT OF FUTURE NAVIGATORS` COMMUNICATIVE COMPETENCE

Natalia BOBRYSHEVA

Abstract


Introduction. The shipping industry has become more and more demanding as far as the communicative competence is concerned. This is due to the fact that most merchant ships are owned by foreign companies and manned by multinational crews who need to be competent to communicate in English orally and in writing. In this respect, the IMO (International Maritime Organization) and the STCW'95 (Standards of Training Certification and Watch-keeping) convention and code imposed a number of requirements regarding the seafarers' Maritime English knowledge and adequate use. Therefore, the Maritime Education and Training teachers have to meet the challenge of designing attractive and efficient courses to motivate and to assess their students to acquire more easily and in a more pleasant way the maritime terminology. It seems that the solution would be the E-learning courses which are becoming more and more popular with the 21st century teachers. 

Purpose. To describe the main e-learning courses for the future navigators` communicative competence assessment, to define requirements for competence-based assessment of the future navigators` communicative competence regarding international maritime documents.

Results. Competence-based e-learning programs will represent a valuable alternative to a future navigators` communicative competence assessment. The MarTEL project reports on the significance of English as the working language of the international shipping industry and that the overall performance and safety of the international fleet depends on the skill to apply it correctly. Another E-learning program is the MarEng. The purpose of course is to empower and improve the students Maritime in English so that they are able to compete with the graduates from the countries in order to seek and fulfill job opportunities at the international level.

It should be mentioned, that communicative competence of future navigators includes not only language aspect, but also cultural. It should be pointed that cultural awareness lessons should be involved not only Professional English lessons, but other subjects too. Unfortunately, cultural awareness tests are not so popular as Maritime English ones. In this context, it was developed as author`s E-learning course. The concept aim of it is to prepare the future maritime officers for effective professional work in multicultural environment.

Concluion. So it should be noted that e-learning courses are the significant tools for the future navigators` communicative competence assessment. Such courses will develop software based maritime communicative English educational multimedia in which the created learning scenarios will make use of proper learning approaches, online communication.

Keywords


E-learning courses; communicative competence; future navigators; assessment; Maritime English, multicultural issues; tests

References


Biggs, J (1996) Assessing learning quality: Reconciling institutional, staff and educational demands. Assessment & Evaluation in Higher Education; 21, 5–11.

Larsen, K. (2013). Evidence-Based Standard Setting: Establishing a Validity Framework for Cut Scores. Educational Researcher, 42, 78–88.

Ziarati, R., (2006). Safety At Sea – Applying Pareto Analysis. Proceedings of World Maritime Technology, 12, 92–98.

Horck, J. (2004). An analysis of decision-making processes in multicultural maritime scenarios. Maritime Policy and Management, 31, 15–29.


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