IMPROVING SAFETY AT SEA AND IN PORTS BY DEVELOPING STANDARDS FOR MARITIME ENGLISH

IMPROVING SAFETY AT SEA AND IN PORTS BY DEVELOPING STANDARDS FOR MARITIME ENGLISH

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A Dissertation Presented in Partial Fulfilment
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CHAPTER 1 – INTRODUCTION
1.1 BACKGROUND
The purpose of this study was to examine improving safety at sea and in ports by developing standards for maritime English. Shipping is one of the most international industries across the globe according to Longinovsky (2002) and Logie (2007). Shipping industry is characterized by risks due to maritime accidents and piracy as well as terrorist attack, which makes the industry equally dangerous. Maritime safety is therefore important since the industry plays a significant role in the global economy. Skills, experience and professionalism of seafarers significantly influence maritime safety. According to International Maritime Organization (2004), human error is responsible for about 80% accidents and incidence at sea. Communication is very important in Maritime industry due to the high number of sea vessels that move about at sea and in ports both at night and during the day. Koo (2000) observed that one of the leading causes of accidents at sea is poor standard of English. Multinational crews who operating most ships and ports need Maritime English as the main language of the sea. Communication among the multinational crews operating ships and ports greatly influence the industry with respect to maritime safety and effective working environment. Good communication in maritime English is crucial for creation as well as maintenance of maritime safety. Many Scholars such as Ziarati (2003) and Ozhusrev, Uzun and Ziarati (2003) established that poor communication is one of the factors that lead in causing accidents at ports and sea. International Maritime Organization recognized the importance of skills in English language competency and its contribution in achieving their objectives of ensuring maritime safety as well as prevents marine pollution. According to Ozhusrev, Uzun and Ziarati (2003), inadequacy of Maritime English Standards is one of the major factors causing maritime accidents, which lead to many injuries, loss of property, loss of life and financial loss among others. This study aimed to investigate improving safety at sea and in ports by developing standards for maritime English.
1.2 JUSTIFICATION
The relationship between standards for maritime English and safety at sea and in ports is unknown. Many scholars (Cahoon and Haugstetter, 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers; Longinovsky, 2002; Pritchard, 2009; Urkmez (2005) agree that effective communication is a necessity among multilingual and multicultural seafarers operating both ships and ports. Human errors including breakdowns in communication as well as cooperation among seafarers are cited as one of the major causes of accidents at sea (Zade, Pardo and Prasad, 2000). Maritime English being the language of the sea implies that skills in Maritime English influence greatly operations in ports as well as operating of ships (International Maritime Organization, 2001). Since maritime industry consist of multinational crews from different cultural backgrounds, speaking a common language is critical to effective communication in the industry. Whereas many studies (Dudley-Evans and John, 2002; Cole and Trencher, 2004; Mitropoulos, 2005; Trencher, 2002) indicate that most accidents occur due to communication breakdown, not a single study has explored whether developing standards for maritime English contribute to improving safety at sea and in ports from the perspective of managers and employees of companies in the maritime industry. This research therefore aims to examine improving safety at sea and in ports by developing standards for maritime English.
1.3 AIM
The main aim of this study is to identify communication failures and developing ways to remove existing deficiencies in training of the seafarers in Maritime English.
1.4 OBJECTIVES
To achieve the purpose of this research, the following specific objectives were designed and investigated in this study:
1. To evaluate past communication failures leading to serious accidents
2. To identify the importance of communication in the maritime industry
3. To identify deficiencies in the training of the seafarers in Maritime English
4. To establish effective methods to mitigate deficiencies in the training of seafarers in English
1.5 LIMITATIONS AND DELIMITATION
The research on improving safety at sea and in ports by developing standards for maritime English had limitation, which included time, location and financial resources among others. The researcher had to complete the current research within a given period.

CHAPTER 2 – LITERATURE REVIEW AND METHODOLOGY
2.1 INTRODUCTION:
The maritime sector is a global industry that deals with multinationals. The issue of effective communication is paramount. However, the English language has been adopted by the International Maritime Organisation (IMO) in1995 as the language of the sea, but there seems to be a problem with the use of it. It is commonly reported by IMO (2005) that 80% of accidents are caused by human error at sea and in ports where communication is part of it (Ziarati, 2006 – Write a paper; Professional research paper writing service – Best essay writers).
2.2 CULTURAL FACTORS AS A MATTER OF SAFETY
Culture is, concurring to the Oxford dictionary (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap), describes as concepts, customs and social conduct of specific people or a society. Shipping cultures back dates to the epoch of sailing ships. It comprises of behaviours, traditions and terminology, which are present today. Calling the right side of the ship starboard and keeping the same watch system as always are examples of a justly tenacious shipping culture. The issue of culture are not to be undervalued when, for instance applying new safety ideas, since many behaviours and traditions are espoused by younger seafarers from ancient seamen as so called silent knowledge not trained in maritime training organisations (Yorke, 2007). Often new margins and codes do not encounter ancient behaviours and thus problematic to deal into use on board. Fortunately, culture is also a subject of change, for instance the ancient behaviours of alcohol misuse at sea has today practically gone (Ala-Pollanen 2014: 2024 – Essay Writing Service. Custom Essay Services Cheap).

2.2.1 Example of Cultural Dimension Affecting Maritime Safety
Evidence as shown that lower levels of virility leads to a safer working atmosphere.
Lu et al (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap) said that the increase in virility level in a culture, the increase in the chances of human failures. Aspects such as saving one’s face, embarrassment and esteem for social position are seen to have an adverse relation to safety of work. Hence, seafarers that are interested to look into the future are safer as operators compared to those who are scared of losing their face or satisfying social responsibilities in the short run. Lesser power distance and collectivism as experts by seafarers helps lessen human failures in container shipping process.
Lu et al (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap) carry on that if a person’s extensive duration alignment is high, it abates the connection amongst collectivism and human failures in container shipping; extensive collectivism can lead to lesser human failures encountered by seafarers, when the echelon extensive duration alignment between the crew are high. The Filipinos were discussed by the authors as an instance. They notch extensive levels of collectivism, being more focus and supportive more in groups, while the culture of the Chinese depends on extensive control distance cultures partake in groups to a work safe atmosphere and menace reporting.
Gron and Knudsen (2011) present the idea of collective cultural structure on board a ship with the concept used in cultural measurement as their background. When comparing Filipinos and Norwegians, the concern of cultural variances comes up. Norwegians sees work as a worth and highlight independence, while Filipinos, initiating from an extensive collectivistic culture, sees work as an income to help the family and community, which leads to lesser menaces arising from them compared to their northern contemporaries. Gron and Knudsen 2011 said that Filipinos seafarers face lesser accidents than Danes, meanwhile the outcomes are arguable to some level.
Hansen et al (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers) studied the on board incidence of accidents and sickness of diverse nationalities by comparing Filipinos with Danes. It was notices by them that Filipinos face few occupational accidents that Danish seafarers. They found out variances in the physical proficiencies of the two groups. The Danes, for instance, are often heavy, which then leads to important amount of back problems. A conclusion was drawn by them that the seafarers from the Philippines has great menaces of losing his occupation because of accident and also for that motive be willing to dodge possible menace conditions to a higher level than his Danish co-worker.
2.3 MARITIME ENGLISH- THE LANGUAE OF THE SEA
Due to the nature of shipping, maritime English has demonstrated as a very vital part in the future of officer training. If an officer is not acquainted to speaking English, it will be very difficult to express one (International Civil Aviation Organization, 2006 – Write a paper; Professional research paper writing service – Best essay writers; Wu and Sampson 2005; Pyne and Koester, 2005). A paper written by Popescu et al (2010 – Essay Writing Service: Write My Essay by Top-Notch Writer) proposed that development of maritime English will definitely help young trainees to communicate in other to evade accidents and incidents that occur owing to human errors caused by bad communication. In spite of the progressive effects of multinational crews on board, communication conduce to be a main problem. Sampson and Zhao (2003) present an example of a captain that had poor acquaintance of English, this causes problems with junior rank officers in terms of loosened authority.
Recommendations for standard maritime English were adopted by IMO. It is a basic form or style of English comprising of standard of vocabulary for maritime communication (Sampson and Zhao, 2003; Sampson and Zhao Minghua, 2000). In spite of the good exertions of espousing maritime English into the field, it was not spotted in the study on board ships. In addition, cheap crews on board from undeveloped countries, according to Sampson and Zhao (2003) can be seen as a risk factor as the assumption is that they might have little knowledge or understanding of English skills.
The added training in English is well recognised by maritime training facilities (Horck, 2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). In any occasion the English skills of seafarers are frequently very plain, and the condition in port is alike too (Horck, 2010 – Essay Writing Service: Write My Essay by Top-Notch Writer; Hong Kong Shipowners Association, 2001). According to Horck (2010 – Essay Writing Service: Write My Essay by Top-Notch Writer), it is obvious that the level of English taught in maritime education needs to be more advanced and applicable to on shore operators such as port operators. Maritime English (MarE) is a constrained language and it is constrained to the events of men (and women) tangled to a definite purpose i.e. shipping industry (Trenkner, 2002). So it is therefore been graded as an ESP (English for specific purposes), but we also face the penalties.
Like every other ESP’s but a bit probably in MarE which involves a definite level of professional acquaintances and practise to become coherent. Though most of it is basically English words and about seven percent (7%) is purely maritime or nautical terminology with their remote connotations and delivery (Pritchard, 2002) merged with semi-vocabulary or semi-practical words, which becomes an exceptional language that only men and women of sea can and will understand.

2.5 METHODOLOGY
This section on methodology highlights methods, tools and strategies used for data collection and data analysis. Subjects discussed in this section include research design, types of data, sampling, data collection, data analysis and ethical consideration.
2.5.1 Research Design
Descriptive survey design was used in the study of improving safety at sea and in ports by developing standards for maritime English. Following descriptive survey design quantitative method was used where closed ended questionnaire was used for data collection and analysis (Curran, 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers; McBurney and White, 2009). Descriptive survey using quantitative approach was the most suitable design in this research because the approach used statistical tools for inference analysis, which could not be undertaken in a qualitative research. Moreover, the approached used enabled the collection views of many respondents within a relatively shorter time compared to other methods like qualitative research (Kothari, 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). The sample size in this study was 75 and population sample were managers and employees working in the maritime industry. Therefore, in view of such large sample size, it therefore follows that quantitative design was the most appropriate design since it could allow the collection and analysis of quantitative data to meet the goal of the study within the stipulated time fame.
2.5.2 Data Collection
Success of this research relied on the data gathered and used. The researcher used both primary and secondary data (McNeill and Chapman, 2005). Secondary data was gathered from secondary data sources such as books, journals, internet, and periodicals among others. Secondary played a significant role in the current since it provided the basis upon this research was laid (Creswell, 2009). Moreover, secondary data collected in this research was used to gauge the primary data gathered in the study. Relevance of secondary data was very important for the success this study (Saunders, 2009). Therefore key words such as maritime safety, communication in maritime industry and Maritime English language was used to gather only relevant information that would contribute to the validity and reliability of this research.
Primary data was also very important in this research since findings from the analysis of such data were needed to bridge existing gaps left by past studies. Primary data was gathered directly from manager and employees working in the maritime industry. The views and opinions of managers and employees working in the maritime industry were collected with the help of closed ended questionnaire designed in accordance with 5-likert scale.
2.5.3 Questionnaire
Since the study on improving safety at sea and in ports by developing standards for maritime English was based on descriptive survey, closed ended questionnaire designed in accordance to 5- likert scale was the most suitable instrument to gather opinion of the respondents (Saunders, Lewis and Thornhill, 2007; Gillhan, 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). The choice of closed ended questionnaire was informed by various attributes of the instrument. Advantages of used using questionnaire in this study include low cost in money and time, very easy and quick to get information from people, the person can answer and complete the questionnaire anytime that befits them and less pressure for the instant response. Other benefits of the method include the fact that questionnaires ensure respondent’s anonymity, lack of interviewer bias, standardisation of questions and the fact that questionnaire can provide suggestive data for testing a hypothesis apart from enabling straight forward analysis of answers to close questions. (Gillhan et al. 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers)
2.5.4 Sampling and Participants
Simple random sampling was used in the study of improving safety at sea and in ports by developing standards for maritime English (Creswell, 2009). The sample population in this study include managers and employees working in maritime industry. The sample size used in this research was 75. Researcher derived 75 respondents from five international shipping companies. A list of 79 top major shipping companies was obtained from the internet using Google engine search (How to export import.com, 2016: 2024 – Do my homework – Help write my assignment online). The companies were listed alphabetically from 1 to N where N = 79. Simple random sampling was used to identify shipping firms from which to derived respondent. In simple random sampling, all elements had equal probability of being chosen. The next step was to generate five numbers randomly using Stat Trek random number generator (Stat Trek, 2016: 2024 – Do my homework – Help write my assignment online). Five random numbers generated using Stat Trek random number generator include 61, 58, 30, 13 and 44. Therefore, the names of companies, which were the same as the five random numbers 61, 58, 30, 13 and 44, were listed as shipping companies from which to derived 15 respondents each to participate in this study. Using contacts displayed in the companies’ websites, the researcher either called or email the management of the selected companies to ask for their consent to allow the research in their company. Shipping companies whose managers refused to give the consent were removed from the list and sampling process repeated until five willing shipping companies were derived.
After identifying fish international shipping companies, the managers of the companies were requested to provide a list 50 managers and employees. Simple random sampling technique was used to identify 15 managers and employees from each company. The list of 50 names was listed alphabetically and number 1 to 50. Using Stat Trek random number generator 15 random numbers including 50 40 20 29 28 32 18 11 47 10 09 25 31 23 04 were generated. Names of managers and employees whose assigned numbers were the same as the 15 random numbers 50 40 20 29 28 32 18 11 47 10 09 25 31 23 04, were listed as research participants to take part in the study. The process was repeated for all the five companies until 15 respondents were derived from every shipping company selected. The researcher sought the consent of the respondents before email to them questionnaires, which they were expected to fill and send back for further analysis.
2.5.5 Data Analysis
Raw quantitative data gathered using closed ended question was extracted and coded in SPSS software for statistical analysis. The researcher then used descriptive statistical analysis and chi-square test in the data analysis. The results of the analysis were presented in form of tables and graphs.
2.5.6 Ethical Consideration
The researcher upheld research ethics throughout the entire study by upholding the rights of all stakeholders of the research (Cozyby, 2009). It was important to seek permission from the managers of the shipping companies selected to participate in this research after explaining to them the purpose of the study. The researcher sought consent of the respondents before emailing questionnaires to them for filling. The purpose of the study was explained to the respondents and constructions firms to enable them understand the full extent of this study. The researcher assured respondents of their privacy since the researcher collected data anonymously to maintain a high level of confidentiality as well as to protect the personal information of respondents (Curran, 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). The researcher informed the respondents of their right to withdraw from the process without explanation or consequences should they feel like doing so at any stage of the research.
2.6 CONCLUSION
Chapter 2 highlights findings of past studies on communication and English as Maritime language. English language is vital to assure the perceptions of safety and security on board merchant ships, as it is said to be the language of the sea by IMO. Gron and Knudsen (2011) and Hansen et al (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers) discovered that Filipino crewmember face lesser accidents and have a high obligation to their work because of their cultural background. Chapter 2 also highlights methods employed in this research to collect and analyze data in this research. Descriptive survey design was used in this research where the researcher used closed ended questionnaires to collect views of managers and employees working in maritime industry. Methods used in this research to analyze quantitative data gathered include chi-square test and descriptive statistical analysis.

Table 3.15: Effective communication and maritime safety
Effective communication is very important for the success of maritime industry * Effective communication is crucial to enhancing maritime safety Crosstabulation
Effective communication is crucial to enhancing maritime safety Total
Strongly disagree Disagree Neither agree nor disagree Agree Strongly Agree
Effective communication is very important for the success of maritime industry Strongly disagree Count 0 0 0 0 1 1
% of Total 0.0% 0.0% 0.0% 0.0% 1.3% 1.3%
Disagree Count 0 0 0 0 1 1
% of Total 0.0% 0.0% 0.0% 0.0% 1.3% 1.3%
Neither agree nor disagree Count 0 0 0 6 0 6
% of Total 0.0% 0.0% 0.0% 8.0% 0.0% 8.0%
Agree Count 0 2 0 8 8 18
% of Total 0.0% 2.7% 0.0% 10.7% 10.7% 24.0%
Strongly Agree Count 2 1 2 7 37 49
% of Total 2.7% 1.3% 2.7% 9.3% 49.3% 65.3%
Total Count 2 3 2 21 47 75
% of Total 2.7% 4.0% 2.7% 28.0% 62.7% 100.0%

3.2.2.2 Test 2
In order to establish the relationship between “Effective communication is very important for the success of maritime industry” and “Good communication skills enable me fulfil my professional duties,” the researcher conducted a chi-square test for equal proportion and indicated in Table 3.16 (Chi-Square Tests) and Table 3.17 (Effective communication and fulfilling professional duties)
Table 3.16: Chi-Square Tests
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 39.713a 16 .001
Likelihood Ratio 38.870 16 .001
Linear-by-Linear Association .090 1 .764
N of Valid Cases 75
a. 22 cells (88.0%) have expected count less than 5. The minimum expected count is .01.

Table 3.17: Effective communication and fulfilling professional duties
Effective communication is very important for the success of maritime industry * Good communication skills enable me fulfil my professional duties Crosstabulation
Good communication skills enable me fulfil my professional duties Total
Strongly disagree Disagree Neither agree nor disagree Agree Strongly Agree
Effective communication is very important for the success of maritime industry Strongly disagree Count 0 0 0 0 1 1
% of Total 0.0% 0.0% 0.0% 0.0% 1.3% 1.3%
Disagree Count 0 0 0 0 1 1
% of Total 0.0% 0.0% 0.0% 0.0% 1.3% 1.3%
Neither agree nor disagree Count 0 0 0 1 5 6
% of Total 0.0% 0.0% 0.0% 1.3% 6.7% 8.0%
Agree Count 1 0 0 13 4 18
% of Total 1.3% 0.0% 0.0% 17.3% 5.3% 24.0%
Strongly Agree Count 0 2 4 3 40 49
% of Total 0.0% 2.7% 5.3% 4.0% 53.3% 65.3%
Total Count 1 2 4 17 51 75
% of Total 1.3% 2.7% 5.3% 22.7% 68.0% 100.0%
Table 3.16 indicates a p value of 0.001, which is less than 0.05. Since p value is less than 0.05, it implies that there is a significant relationship between communication and fulfilling professional duties. Table 3.17 shows that more than 89% of the respondents who agreed with the statement “Effective communication is very important for the success of maritime industry” also agreed, “Good communication skills enable me fulfil my professional duties.”

3.3 SUMMARY
Views and opinions of 75 respondents who participated in this research were analyzed using descriptive statistical analysis and Chi-square test. Majority of the respondents were aged over 25 years. Most of the respondents also had bachelor’s degrees and above. The respondents were conversant of the research subject as well. Majority of the respondents indicated that communication is very important in Maritime industry since it affects daily operations in the industry. Most of the respondents agreed that effective communication is crucial to enhancing maritime safety

CHAPTER 4 – DEFICIENCIES IN THE TRAINING OF THE SEAFARERS IN MARITIME ENGLISH
4.1 INTRODUCTION
Chapter four of the current study highlights findings of statistical analyses on variables of deficiencies in the training of seafarers in maritime English.
4.2 Statistical Analysis of Deficiencies in the Training of the Seafarers in Marine English
4.2.1 Descriptive Statistical Analysis
Table 4.1 and Figure 4.1 highlight findings on the respondents’ level of agreement with the statement that “Teaching method influence learning of Maritime English.” Table 4.1 shows that 1.3% of the respondents that participated in the study strongly disagreed with the statement, 2.7% disagreed, 9.3% neither agreed nor disagreed and 36% agreed while 50.7% strongly agreed with the statement.
Table 4.1: Teaching method influence learning of Maritime English
Teaching method influence learning of Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 1 1.3 1.3 1.3
Disagree 2 2.7 2.7 4.0
Neither agree nor disagree 7 9.3 9.3 13.3
Agree 27 36.0 36.0 49.3
Strongly Agree 38 50.7 50.7 100.0
Total 75 100.0 100.0

Figure 4.1: Teaching method influence learning of Maritime English

Table 4.2 and Figure 4.2 highlight findings on the respondents’ level of agreement with the statement that “Lack of good command in English among teachers affect training of seafarers in Maritime English.” Table 4.2 shows that 2.7% of the respondents that participated in the study strongly disagreed with the statement, 6.7% disagreed, 1.3% neither agreed nor disagreed and 40% agreed while 49.3% strongly agreed with the statement.
Table 4.2: Lack of good command in English among teachers affect training of seafarers in Maritime English
Lack of good command in English among teachers affect training of seafarers in Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 2 2.7 2.7 2.7
Disagree 5 6.7 6.7 9.3
Neither agree nor disagree 1 1.3 1.3 10.7
Agree 30 40.0 40.0 50.7
Strongly Agree 37 49.3 49.3 100.0
Total 75 100.0 100.0
Figure 4.2: Lack of good command in English among teachers affect training of seafarers in Maritime English

Table 4.3 and Figure 4.3 highlight findings on the respondents’ level of agreement with the statement that “When students are over challenged they cannot learn Maritime English effectively.” Table 4.3 shows that 1.3% of the respondents that participated in the study strongly disagreed with the statement, 4% disagreed, 8% neither agreed nor disagreed and 41.3% agreed while 45.3% strongly agreed with the statement.
Table 4.3: When students are over challenged, they cannot learn Maritime English effectively
When students are over challenged they cannot learn Maritime English effectively
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 1 1.3 1.3 1.3
Disagree 3 4.0 4.0 5.3
Neither agree nor disagree 6 8.0 8.0 13.3
Agree 31 41.3 41.3 54.7
Strongly Agree 34 45.3 45.3 100.0
Total 75 100.0 100.0
Figure 4.3: When students are over challenged, they cannot learn Maritime English effectively

Table 4.4 and Figure 4.4 highlight findings on the respondents’ level of agreement with the statement that “Understandings the needs of every students can enable teachers enhance Maritime English skills.” Table 4.4 shows that 5.3% of the respondents that participated in the study strongly disagreed with the statement, 9.3% disagreed, 2.7% neither agreed nor disagreed and 37.3% agreed while 45.3% strongly agreed with the statement.
Table 4.4: Understandings the needs of every students can enable teachers enhance Maritime English skills
Understandings the needs of every students can enable teachers enhance Maritime English skills
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 4 5.3 5.3 5.3
Disagree 7 9.3 9.3 14.7
Neither agree nor disagree 2 2.7 2.7 17.3
Agree 28 37.3 37.3 54.7
Strongly Agree 34 45.3 45.3 100.0
Total 75 100.0 100.0
Figure 4.4: Understandings the needs of every students can enable teachers enhance Maritime English skills

Table 4.5 and Figure 4.5 highlight findings on the respondents’ level of agreement with the statement that “Teaching Maritime English haphazardly hinder leaner’s acquisition of the language skills.” Table 4.5 shows that 5.3% of the respondents that participated in the study strongly disagreed with the statement, 4% disagreed, 6.7% neither agreed nor disagreed and 41.3% agreed while 42.7% strongly agreed with the statement.
Table 4.5: Teaching Maritime English haphazardly hinder leaner’s acquisition of the language skills
Teaching Maritime English haphazardly hinder leaner’s acquisition of the language skills
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 4 5.3 5.3 5.3
Disagree 3 4.0 4.0 9.3
Neither agree nor disagree 5 6.7 6.7 16.0
Agree 31 41.3 41.3 57.3
Strongly Agree 32 42.7 42.7 100.0
Total 75 100.0 100.0
Figure 4.5: Teaching Maritime English haphazardly hinder leaner’s acquisition of the language skills

Table 4.6 and Figure 4.6 highlight findings on the respondents’ level of agreement with the statement that “Lack of adherence to curriculum affect negatively training of seafarers in Maritime English.” Table 4.6 shows that 4% of the respondents that participated in the study strongly disagreed with the statement, 12% disagreed, 5.3% neither agreed nor disagreed and 40% agreed while 38.7% strongly agreed with the statement.
Table 4.6: Lack of adherence to curriculum affect negatively training of seafarers in Maritime English
Lack of adherence to curriculum affect negatively training of seafarers in Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 3 4.0 4.0 4.0
Disagree 9 12.0 12.0 16.0
Neither agree nor disagree 4 5.3 5.3 21.3
Agree 30 40.0 40.0 61.3
Strongly Agree 29 38.7 38.7 100.0
Total 75 100.0 100.0
Figure 4.6: Lack of adherence to curriculum affect negatively training of seafarers in Maritime English

Table 4.7 and Figure 4.7 highlight findings on the respondents’ level of agreement with the statement that “Poor teaching methods enable Maritime English teachers fail in their responsibility.” Table 4.7 shows that 4% of the respondents that participated in the study strongly disagreed with the statement, 12% disagreed, 6.7% neither agreed nor disagreed and 46.7% agreed while 30.7% strongly agreed with the statement.
Table 4.7: Poor teaching methods enable Maritime English teachers fail in their responsibility
Poor teaching methods enable Maritime English teachers fail in their responsibility
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 3 4.0 4.0 4.0
Disagree 9 12.0 12.0 16.0
Neither agree nor disagree 5 6.7 6.7 22.7
Agree 35 46.7 46.7 69.3
Strongly Agree 23 30.7 30.7 100.0
Total 75 100.0 100.0

Figure 4.7: Poor teaching methods enable Maritime English teachers fail in their responsibility

Table 4.8 and Figure 4.8 highlight findings on the respondents’ level of agreement with the statement that “Lack of proper communication strategies affect English knowledge acquisition among seafarers.” Table 4.8 shows that 5.3% of the respondents that participated in the study strongly disagreed with the statement, 5.3% disagreed, 5.3% neither agreed nor disagreed and 37.3% agreed while 46.7% strongly agreed with the statement.
Table 4.8: Lack of proper communication strategies affects English knowledge acquisition among seafarers
Lack of proper communication strategies affect English knowledge acquisition among seafarers
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 4 5.3 5.3 5.3
Disagree 4 5.3 5.3 10.7
Neither agree nor disagree 4 5.3 5.3 16.0
Agree 28 37.3 37.3 53.3
Strongly Agree 35 46.7 46.7 100.0
Total 75 100.0 100.0
Figure 4.8: Lack of proper communication strategies affects English knowledge acquisition among seafarers

Table 4.9 and Figure 4.9 highlight findings on the respondents’ level of agreement with the statement that “Trained English instructor is essential for training of seafarers in Maritime English.” Table 4.9 shows that 4% of the respondents that participated in the study strongly disagreed with the statement, 6.7% disagreed, 4% neither agreed nor disagreed and 41.3% agreed while 44% strongly agreed with the statement.
Table 4.9: Trained English instructor is essential for training of seafarers in Maritime English
Trained English instructor is essential for training of seafarers in Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 3 4.0 4.0 4.0
Disagree 5 6.7 6.7 10.7
Neither agree nor disagree 3 4.0 4.0 14.7
Agree 31 41.3 41.3 56.0
Strongly Agree 33 44.0 44.0 100.0
Total 75 100.0 100.0

Figure 4.9: Trained English instructor is essential for training of seafarers in Maritime English

Table 4.10 and Figure 4.10 highlight findings on the respondents’ level of agreement with the statement that “Qualification of English instructor significantly affect training of seafarers in Maritime English.” Table 4.10 shows that 2.7% of the respondents that participated in the study strongly disagreed with the statement, 8% disagreed, 5.3% neither agreed nor disagreed and 42.7% agreed while 41.3% strongly agreed with the statement.
Table 4.10: Qualification of English instructor significantly affects training of seafarers in Maritime English
Qualification of English instructor significantly affect training of seafarers in Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 2 2.7 2.7 2.7
Disagree 6 8.0 8.0 10.7
Neither agree nor disagree 4 5.3 5.3 16.0
Agree 32 42.7 42.7 58.7
Strongly Agree 31 41.3 41.3 100.0
Total 75 100.0 100.0
Figure 4.10: Qualification of English instructor significantly affects training of seafarers in Maritime English

4.2.2 Chi-Square Tests
4.2.2.1 Test 1
In order to establish the relationship between “Teaching method influence learning of Maritime English” and “Lack of good command in English among teachers affect training of seafarers in Maritime English,” the researcher conducted a chi-square test for equal proportion and indicated in Table 4.11 (Teaching method vs. training)and Table 4.12 (Chi-Square Tests).
Table 4.11: Teaching method vs. training
Teaching method influence learning of Maritime English * Lack of good command in English among teachers affect training of seafarers in Maritime English Crosstabulation
Lack of good command in English among teachers affect training of seafarers in Maritime English Total
Strongly disagree Disagree Neither agree nor disagree Agree Strongly Agree
Teaching method influence learning of Maritime English Strongly disagree Count 0 0 0 0 1 1
% of Total 0.0% 0.0% 0.0% 0.0% 1.3% 1.3%
Disagree Count 0 0 0 1 1 2
% of Total 0.0% 0.0% 0.0% 1.3% 1.3% 2.7%
Neither agree nor disagree Count 0 0 0 3 4 7
% of Total 0.0% 0.0% 0.0% 4.0% 5.3% 9.3%
Agree Count 1 2 0 20 4 27
% of Total 1.3% 2.7% 0.0% 26.7% 5.3% 36.0%
Strongly Agree Count 1 3 1 6 27 38
% of Total 1.3% 4.0% 1.3% 8.0% 36.0% 50.7%
Total Count 2 5 1 30 37 75
% of Total 2.7% 6.7% 1.3% 40.0% 49.3% 100.0%

Table 4.12 indicates a p value of 0.044, which is less than 0.05. Since p value is less than 0.05, it implies that there is a significant relationship between teaching method and its effect on training of seafarers in Maritime English. Table 4.11 shows that more than 86% of the respondents who agreed with the statement “Teaching method influence learning of Maritime English” also agreed, “Lack of good command in English among teachers affect training of seafarers in Maritime English.”
Table 4.12: Chi-Square Tests
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 26.756a 16 .044
Likelihood Ratio 30.472 16 .016
Linear-by-Linear Association .049 1 .824
N of Valid Cases 75
a. 21 cells (84.0%) have expected count less than 5. The minimum expected count is .01.
4.2.2.2 Test 2
In order to establish the relationship between “Teaching method influence learning of Maritime English” and “When students are over challenged they cannot learn Maritime English effectively,” the researcher conducted a chi-square test for equal proportion and indicated in Table 4.13 (Chi-Square Tests) and Table 4.14 (Teaching method and its challenge in learning Maritime English).
Table 4.13 indicates a p value of 0.001, which is less than 0.05. Since p value is less than 0.05, it implies that there is a significant relationship between teaching method and its challenge in learning Maritime English. Table 4.14 shows that more than 86% of the respondents who agreed with the statement “Teaching method influence learning of Maritime English” also agreed, “When students are over challenged they cannot learn Maritime English effectively.”

Table 4.13: Chi-Square Tests
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 40.094a 16 .001
Likelihood Ratio 43.970 16 .000
Linear-by-Linear Association 5.397 1 .020
N of Valid Cases 75
a. 21 cells (84.0%) have expected count less than 5. The minimum expected count is .01.
Table 4.14: Teaching method and its challenge in learning Maritime English
Teaching method influence learning of Maritime English * When students are over challenged they cannot learn Maritime English effectively Crosstabulation
When students are over challenged they cannot learn Maritime English effectively Total
Strongly disagree Disagree Neither agree nor disagree Agree Strongly Agree
Teaching method influence learning of Maritime English Strongly disagree Count 0 0 0 0 1 1
% of Total 0.0% 0.0% 0.0% 0.0% 1.3% 1.3%
Disagree Count 0 0 0 1 1 2
% of Total 0.0% 0.0% 0.0% 1.3% 1.3% 2.7%
Neither agree nor disagree Count 0 0 2 4 1 7
% of Total 0.0% 0.0% 2.7% 5.3% 1.3% 9.3%
Agree Count 1 2 2 20 2 27
% of Total 1.3% 2.7% 2.7% 26.7% 2.7% 36.0%
Strongly Agree Count 0 1 2 6 29 38
% of Total 0.0% 1.3% 2.7% 8.0% 38.7% 50.7%
Total Count 1 3 6 31 34 75
% of Total 1.3% 4.0% 8.0% 41.3% 45.3% 100.0%

4.3 SUMMARY
Statistical analysis of variables under deficiency in the training of seafarers in Maritime English indicate that more need to be done to enhance effective communication among sea crews working in ports and ships. Lack of good command and failure to understand the needs of students among English teacher were found to contribute to deficiency in the training of seafarers in Maritime English. Majority of the respondents also agreed that l.ack of adherence to curriculum affect negatively training of seafarers in Maritime English. Qualification of English instructor significantly affects training of seafarers in Maritime English.

CHAPTER 5 – METHODS TO MITIGATE DEFICIENCIES IN THE TRAINING OF SEAFARERS IN ENGLISH
5.1 INTRODUCTION
Chapter 5 highlights statistical analysis of variable regarding method to mitigate deficiencies in the training of seafarers in English. Both descriptive statistical analysis and chi-square tests were conducted accordingly.
5.2 Statistical Analysis of Method to Mitigate Deficiencies in the Training of Seafarers in English
5.2.1 Descriptive Statistical Analysis
Table 5.1 and Figure 5.1 highlight findings on the respondents’ level of agreement with the statement that “Effective methods help in mitigating deficiency in the training of seafarers in English.” From the table, 6.7% of the respondents that participated in the study strongly disagreed with the statement, 4% disagreed, 6.7% neither agreed nor disagreed, 26.7% agreed and 56% strongly agreed with the statement.
Table 5.1: Effective methods help in mitigating deficiency in the training of seafarers in English
Effective methods help in mitigating deficiency in the training of seafarers in English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 5 6.7 6.7 6.7
Disagree 3 4.0 4.0 10.7
Neither agree nor disagree 5 6.7 6.7 17.3
Agree 20 26.7 26.7 44.0
Strongly Agree 42 56.0 56.0 100.0
Total 75 100.0 100.0
Figure 5.1: Effective methods help in mitigating deficiency in the training of seafarers in English

Table 5.2 and Figure 5.2 highlight findings on the respondents’ level of agreement with the statement that “English teachers should use teaching methods that encourage seafarers to learn Maritime English.” From the table, 1.3% of the respondents that participated in the study strongly disagreed with the statement, 2.7% disagreed, 1.3% neither agreed nor disagreed, 30.7% agreed and 64% strongly agreed with the statement.

Table 5.2: English teachers should use teaching methods that encourage seafarers to learn Maritime English
English teachers should use teaching methods that encourage seafarers to learn Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 1 1.3 1.3 1.3
Disagree 2 2.7 2.7 4.0
Neither agree nor disagree 1 1.3 1.3 5.3
Agree 23 30.7 30.7 36.0
Strongly Agree 48 64.0 64.0 100.0
Total 75 100.0 100.0

Figure 5.2: English teachers should use teaching methods that encourage seafarers to learn Maritime English

Table 5.3 and Figure 5.3 highlight findings on the respondents’ level of agreement with the statement that “Maritime English teachers should use approaches that encourage learners to actively participate in the learning process.” From the table, 1.3% of the respondents that participated in the study strongly disagreed with the statement, 2.7% disagreed, 4% neither agreed nor disagreed, 38.7% agreed and 53.3% strongly agreed with the statement.
Table 5.3: Maritime English teachers should use approaches that encourage learners to actively participate in the learning process
Maritime English teachers should use approaches that encourage learners to actively participate in the learning process
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 1 1.3 1.3 1.3
Disagree 2 2.7 2.7 4.0
Neither agree nor disagree 3 4.0 4.0 8.0
Agree 29 38.7 38.7 46.7
Strongly Agree 40 53.3 53.3 100.0
Total 75 100.0 100.0

Figure 5.3: Maritime English teachers should use approaches that encourage learners to actively participate in the learning process

Table 5.4 and Figure 5.4 highlight findings on the respondents’ level of agreement with the statement that “Teachers need to evaluate their teaching methods in order to use only optimal teaching methods that auger well with learners.” From the table, 1.3% of the respondents that participated in the study strongly disagreed with the statement, 4% disagreed, 2.7% neither agreed nor disagreed, 46.7% agreed and 45.3% strongly agreed with the statement.
Table 5.4: Teachers need to evaluate their teaching methods in order to use only optimal teaching methods that auger well with learners
Teachers need to evaluate their teaching methods in order to use only optimal teaching methods that auger well with learners
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 1 1.3 1.3 1.3
Disagree 3 4.0 4.0 5.3
Neither agree nor disagree 2 2.7 2.7 8.0
Agree 35 46.7 46.7 54.7
Strongly Agree 34 45.3 45.3 100.0
Total 75 100.0 100.0
Figure 5.4: Teachers need to evaluate their teaching methods in order to use only optimal teaching methods that auger well with learners

Table 5.5 and Figure 5.5 highlight findings on the respondents’ level of agreement with the statement that “Discussion should be encouraged by Maritime English teachers.” From the table, 1.3% of the respondents that participated in the study strongly disagreed with the statement, 6.7% disagreed, 5.3% neither agreed nor disagreed, 33.3% agreed and 53.3% strongly agreed with the statement.
Table 5.5: Discussion should be encourage by Maritime English teachers
Discussion should be encourage by Maritime English teachers
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 1 1.3 1.3 1.3
Disagree 5 6.7 6.7 8.0
Neither agree nor disagree 4 5.3 5.3 13.3
Agree 25 33.3 33.3 46.7
Strongly Agree 40 53.3 53.3 100.0
Total 75 100.0 100.0

Figure 5.5: Discussion should be encourage by Maritime English teachers

Table 5.6 and Figure 5.6 highlight findings on the respondents’ level of agreement with the statement that “Classroom interaction between teacher-students is vital to the success of learning Maritime English.” From the table, 4% of the respondents that participated in the study strongly disagreed with the statement, 5.3% disagreed, 9.3% neither agreed nor disagreed, 54.7% agreed and 26.7% strongly agreed with the statement.
Table 5.6: Classroom interaction between teacher-students is vital to the success of learning Maritime English
Classroom interaction between teacher-students is vital to the success of learning Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 3 4.0 4.0 4.0
Disagree 4 5.3 5.3 9.3
Neither agree nor disagree 7 9.3 9.3 18.7
Agree 41 54.7 54.7 73.3
Strongly Agree 20 26.7 26.7 100.0
Total 75 100.0 100.0

Figure 5.6: Classroom interaction between teacher-students is vital to the success of learning Maritime English

Table 5.7 and Figure 5.7 highlight findings on the respondents’ level of agreement with the statement that “Students-students interaction in classroom enable students gain confidence to speak English.” From the table, 1.3% of the respondents that participated in the study strongly disagreed with the statement, 1.3% disagreed, 2.7% neither agreed nor disagreed, 25.3% agreed and 69.3% strongly agreed with the statement.
Table 5.7: Students-students interaction in classroom enables students gain confidence to speak English
Students-students interaction in classroom enable students gain confidence to speak English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 1 1.3 1.3 1.3
Disagree 1 1.3 1.3 2.7
Neither agree nor disagree 2 2.7 2.7 5.3
Agree 19 25.3 25.3 30.7
Strongly Agree 52 69.3 69.3 100.0
Total 75 100.0 100.0

Figure 5.7: Students-students interaction in classroom enables students gain confidence to speak English

Table 5.8 and Figure 5.8 highlight findings on the respondents’ level of agreement with the statement that “Problem solving classroom activities is a suitable approach in teaching Maritime English.” From the table, 4% of the respondents that participated in the study strongly disagreed with the statement, 2.7% disagreed, 4% neither agreed nor disagreed, 48% agreed and 41.3% strongly agreed with the statement.
Table 5.8: Problem solving classroom activities is a suitable approach in teaching Maritime English

Problem solving classroom activities is a suitable approach in teaching Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 3 4.0 4.0 4.0
Disagree 2 2.7 2.7 6.7
Neither agree nor disagree 3 4.0 4.0 10.7
Agree 36 48.0 48.0 58.7
Strongly Agree 31 41.3 41.3 100.0
Total 75 100.0 100.0

Figure 5.8: Problem solving classroom activities is a suitable approach in teaching Maritime English

Table 5.9 and Figure 5.9 highlight findings on the respondents’ level of agreement with the statement that “Task-based learning is good for leaning Maritime.” From the table, 1.3% of the respondents that participated in the study strongly disagreed with the statement, 4% disagreed, 1.3% neither agreed nor disagreed 38.7 % agreed and 54.7% strongly agreed with the statement.
Table 5.9: Task-based learning is good for leaning Maritime English
Task-based learning is good for leaning Maritime English
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 1 1.3 1.3 1.3
Disagree 3 4.0 4.0 5.3
Neither agree nor disagree 1 1.3 1.3 6.7
Agree 29 38.7 38.7 45.3
Strongly Agree 41 54.7 54.7 100.0
Total 75 100.0 100.0

CHAPTER 6 

DATA ANALYSIS

6.1 INTRODUCTION
Descriptive survey designed employed in this study enabled the collection of quantitative data, which was analyzed using statistical methods namely chi-square test and descriptive statistical analysis. Subjects analyzed in this chapter include importance of communication, deficiency of maritime English and methods effective methods used in learning Maritime English.
6.2 Importance of Communication
The findings of this study indicate that majority of the respondents agreed that effective communication is very important for the success of maritime industry. Communication plays a very significant role in maritime industry. There are very many ships at the sea and in international ports. Thus, it requires effective communication to be able to control all operations efficiently and effectively as well as control movement of ships without causing accidents. Therefore, to be able to realize maritime safety and proper coordination of port and ship operations at sea, effective communication is critical as Cole and Trenkner (2001) and Song Zhen (2000) observed. Moreover, most research participants observed that effective communication is crucial to enhancing maritime safety. Safety is one of the most essential necessities in maritime industry. Success of maritime industry largely depends on the smooth operations and coordination of all activities. Communication breakdown among crews that work in port or in ships can lead to accidents, which can in turn result to loss of life and property. According to Sexton and Helmreich (2000), communication is vital for the safety and efficacy of any fleet since the crew requires passing on information, communication to carry out orders, accept instructions, conduct briefings, implement callouts, and ask questions.
The researcher established that good communication skills enable seafarers fulfil their professional duties. Majority of the respondents agreed that with good communication skills they could perform their duties with much more success. Maritime industry has employees drawn from different countries since it is one of the most international industries globally. Therefore, multilingual crews need a common language to be able work together as well as to pass information, failure to which leads to communication breakdown that could further lead to serious danger in the industry (Logie, 2001). Therefore, competent communication in English allows one to socialize with mixed crews from different nationalities. In order for employees to deliver optimally, they need confidence, which can be affected by their proficiency Maritime English. Majority of respondents agreed that competent communication could prevent loss of life and property at sea. Competent communication leads to effective coordination and communication at sea and at ports. Therefore, effective communication can avert possible accidents due to communication breakdown (Pritchard, 2001). Respondents agreed that skills in Maritime English language are an important necessity in Maritime industry. Both managers and employees in the maritime industry need proficiency in Maritime English language as a common language to be able to eliminate possible misunderstandings and communication breakdown that can lead to inability to communicate effectively.
Moreover, managers and employees that participated in this research agreed that maritime English influence security of merchant vessels and that effective communication among seafarers prevent frustrations. In order to secure merchant vessels as well as to transport products and materials from one part of the world to another by sea, seafarers need to communicate with others crews in ports and at sea who belong to different nationality. Such communication is key in ensuring security of merchants. Since, effective communication enhance understanding among crewmembers, it therefore affects overall performance of maritime industry.
6.3 Deficiencies in the Study of Maritime English
Since Maritime English language is very essential in the maritime industry due to the role it plays, it therefore follows that maritime industry players and other stakeholders need to address the deficiency in the study of Maritime English in the industry. According to respondents teaching method influence learning of Maritime English. Several past studies such as Yorke (2007) and Lin (2003) indicate the impact of teaching method that English teachers use in the industry. Teachers need to adopt only effective methods that enhance Maritime English learning (Li, 2000). Majority of the respondents agreed that lack of good command in English among teachers affect training of seafarers in Maritime English. It is imperative for English teacher to have a good command in Maritime English language otherwise they would be misleading learners. Thus, qualification and experience of English teacher is key to enhancing Maritime English in the Maritime industry across the globe.
Moreover, majority of managers and employees that participated in this study agreed that when students are over challenged they cannot learn Maritime English effectively and that understandings the needs of every students can enable teachers enhance Maritime English skills. Teaching method that is student cantered has been established to be quite effective in enhance learning of language learners. Therefore, teachers should investigate and ascertain specific needs of the students to be able to meet the students at their point of needs (Song Zhen, 2000). The findings of this study indicate that teaching Maritime English haphazardly hinder leaner’s acquisition of the language skills. Teaching in an orderly manner in accordance with the needs of students is critical in enhancing Maritime English language learning. Respondents observed that lack of adherence to curriculum affect negatively training of seafarers in Maritime English and that poor teaching methods enable Maritime English teachers fail in their responsibility. English teachers play a very important role in education of Maritime English. Thus, teachers should be inspected accordingly to ascertain whether they follow the right curriculum and use appropriate teaching methods. Lack of proper communication strategies affect English knowledge acquisition among seafarers, which makes the input of trained English instructor essential for training of seafarers in Maritime English. Majority of respondents agreed that qualification of English instructor significantly affect training of seafarers in Maritime English and that Maritime English proficiency of teachers affect training of seafarers in Maritime English. Knowledge acquisition is affected by many factors including qualification and competence of teachers. On the other hand, learners have a significant role to play in studying Maritime English language since dedication of seafarers affect their training of in Maritime English.
6.4 Effective Methods in Learning Maritime English
Methods used in teaching or learning Maritime English play a significant role in enhancing knowledge acquisition in the study of Maritime English language. Most of the respondents agreed that effective methods help in mitigating deficiency in the training of seafarers in English. The use of suitable methods in teaching needed skills helps in mitigating deficiency in the study of maritime English (Dirgayasa and dan Juriaty, 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). Therefore, English teachers should use teaching methods that encourage seafarers to learn Maritime English as noted by the respondents and supported by scholars (Muller, 2004; Cole, Pritchard and Trenkner, 2007; Loginovsky, 2009). According to the respondents, Maritime English teachers should use approaches that encourage learners to participate actively in the learning process. Several studies (European Commission, 2000; Trenkner, 2000; Pritchard, 2001) indicate that involving learners activity in the learning process go a long way in enhancing the knowledge of the students. Therefore, educators need to use the best approaches that would enable them meet the needs of learners with respect to acquiring skills in Maritime English Language. Thus, majority of the respondents indicated that teachers should evaluate their teaching methods in order to use only optimal teaching methods that auger well with learners.
In addition, concerning suitable methods needed to enhance Maritime English language learning, majority of the respondents indicated that discussion should be encourage by Maritime English teachers. This they said was important since classroom interaction between teacher-students and student to students is vital for the success of learning Maritime English. Engaging students actively is important in developing the confidence of the students in Maritime Language. Moreover, problem solving in classroom activities according to respondents is a suitable approach in teaching Maritime English (Lin, 2003). Problem solving in learning is important since teacher can use such initiative to ascertain the needs of his or her students to be able to put in place measures that can enhance learning. Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage rs and employees that participated in this study further indicated that task-based learning is good for leaning Maritime English. Both teacher and the learners can use tasks in Maritime English language learning to gauge their performances in order to adjust and make necessary changes; hence, it should be encourage in learning English. According to Bloxham and Boyd (2007) and Maritime (2006 – Write a paper; Professional research paper writing service – Best essay writers), authentic assessment of students enhances students’ competence in Language learning. In addition, learning materials used in Maritime Language education should be relevant enough since the content of the materials influence skills acquired by learners. Need base analysis to determine the need and preference of students according to Graves (2000) is critical for Maritime English learning.
6.5 SUMMARY
Data gathered in this study were derived from respondents who were educated and had experience in the maritime industry. Most of the respondents also indicated that they were comfortable with the subject of the study, all of which indicate the accuracy and reliability of the primary data gathered in this research. Analysis of the responses of the research participants indicates that English language is very important in the maritime industry. Effective communication as indicated by almost all respondents determines maritime safety and security.
CHAPTER 7 – CONCLUSION AND REFLECTION
The study on improving safety at sea and in ports by developing standards for maritime English was undertaken carefully to achieve specific objectives of this research. Objectives investigated in this study include evaluating past communication failures leading to serious accidents, to identify the importance of communication in the maritime industry, identify deficiencies in the training of the seafarers in Maritime English and to establish effective methods to mitigate deficiencies in the training of seafarers in English. The findings of this study indicate that effective communication is critical in ensuring maritime safety and failure or absence of effective communication could likely lead to accidents at sea and in ports. The sea and ports have crews drawn from different nationalities speaking different language, which makes the need for proficiency in a common language such maritime English an important necessity the industry lack. The findings indicate that competent communication can prevent loss of life and property at sea and effective communication is crucial to enhancing maritime safety.
Effective communication in maritime industry is very important in ensuring safety, preventing gloss of life and property as well as enhancing productivity of seafarers. Effective communication ensures efficient control of all operations as well as control movement of ships without causing accidents at the port and at sea. Success of maritime industry largely depends on the smooth operations and coordination of all activities, which is determined by communication. On deficiency in the training of seafarers in Maritime language, the findings indicate that Lack of adherence to curriculum affect negatively training of seafarers in Maritime English and that incompetence of teachers negatively affect Maritime English learning. Teaching methods used in teaching maritime English as indicated in the findings of this study influence to a great extent knowledge acquisition in the language. Therefore, it is important to employ approaches that engage students. In addition, teachers need to evaluate teaching methods based on the needs of the students. The use of problem solving classroom activities, task-based learning, classroom interaction between teacher-students, students-students interaction in classroom and class discussion are suitable approaches that enhances effective learning of Maritime English Language.
Research on improving safety at sea and in ports by developing standards for maritime English entailed secondary data collection, identification of tools and methods to use, designing of closed ended questionnaires, population sampling, administering questionnaires in primary data collection process, data coding and statistical analysis as well as writing finally report. All research activities were professional undertaken with caution to ensure the success of the study with respect to validity and reliability of the research. Due to limiting factors such as time and financial constraint, establishing effective methods to mitigate deficiencies in the training of seafarers in English from the perspective of educators was not extensively explored.

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APPENDIX A Survey Questionnaire
Improving Safety at Sea and in Ports by Developing Standards for Maritime English
Dear Respondent,
Thank you for agreeing to participate in this research into improving safety at sea and in ports by developing standards for maritime English. I am undertaking this research as a part of my Master degree programme of studies for the University. This academic survey asks for your HONEST responses with regard to every section of the questionnaire. Since this is an academic survey, your views in the survey will be held private and used only for purposes of achieving the study aim and objectives. Hence, your personal details will remain anonymous and will not be disclosed to any third party. In addition, when the research is completed, your responses will be destroyed.
SECTION 1: DEMOGRAPHIC AND GENERAL WORK INFORMATION
General Information (Please Select the Appropriate Choice by Marking One Check-Box)
1. Age:
0<18 years 0 18-24 years 0 25-34 years 0 35-40 years 0 40-60 years

2. Education Level:
0 O/A-Level 0 Diploma 0 Bachelor’s degree 0 Master’s degree 0 Doctorate degree
3. Gender:
0 Male 0 Female

4. Work Designation:
0 Senior Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage r 0 Assistant Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage r 0 General manager 0 Supervisor
0 Non-managerial Employee

SECTION 2: WORK EXPERIENCE AND KNOWLEDGE OF ISSUE
5. Do you regard yourself as being familiar with the subject of improving safety at sea and in ports by developing standards for maritime English?

0 Strongly Disagree 0 Disagree 0 Neither Agree nor Disagree 0 Agree 0 Strongly Agree

The following series of questions ask you to indicate how much you agree or disagree with a particular statement about productivity. Please kindly mark only one answer, which best shows your degree of agreement or disagreement with the statements set out below.
Strongly Disagree
Disagree
Neither Agree nor Disagree Agree Strongly Agree
Importance of Communication in the Maritime Industry
6. Effective communication is very important for the success of maritime industry 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
7. Effective communication is crucial to enhancing maritime safety 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
8. Good communication skills enable me fulfil my professional duties 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
9. Competent communication in English allows one to socialize with mixed crews from different nationalities 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
10. Competent communication can prevent loss of life and property at sea 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
11. Skills in Maritime English language is an important necessity in Maritime industry 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
12. Maritime English influence security of merchant vessels 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
13. Effective communication among seafarers prevent frustrations 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
Deficiencies in the Training of the Seafarers in Maritime English
14. Teaching method influence learning of Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
15. Lack of good command in English among teachers affect training of seafarers in Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
16. When students are over challenged they cannot learn Maritime English effectively 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
17. Understandings the needs of every students can enable teachers enhance Maritime English skills 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
18. Teaching Maritime English haphazardly hinder leaner’s acquisition of the language skills 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
19. Lack of adherence to curriculum affect negatively training of seafarers in Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
20. Poor teaching methods enable Maritime English teachers fail in their responsibility 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
21. Lack of proper communication strategies affect English knowledge acquisition among seafarers 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
22. Trained English instructor is essential for training of seafarers in Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
23. Qualification of English instructor significantly affect training of seafarers in Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
Effective Methods to Mitigate Deficiencies in the Training of Seafarers in English
24. Effective methods help in mitigating deficiency in the training of seafarers in English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
25. English teachers should use teaching methods that encourage seafarers to learn Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
26. Maritime English teachers should use approaches that encourage learners to actively participate in the learning process 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
27. Teachers need to evaluate their teaching methods in order to use only optimal teaching methods that auger well with learners 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
28. Discussion should be encourage by Maritime English teachers 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
29. Classroom interaction between teacher-students is vital to the success of learning Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
30. Students-students interaction in classroom enable students gain confidence to speak English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
31. Problem solving classroom activities is a suitable approach in teaching Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
32. Task-based learning is good for leaning Maritime English 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree
33. Learning materials should be relevant enough since the content of the materials influence skills acquired by learners 0
Strong Disagree 0
Disagree 0
Neither Agree nor Disagree 0
Agree 0
Strongly Agree

THANK YOU FOR YOUR COOPERATION IN MAKING THIS SURVEY A SUCCESS

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