Student reflection in Maritime English course

Abstract

Teaching and learning Maritime English is inseparably connected with active communication between the training process participants, be that student-student or students-teacher interchange, the more so if it is based on the principles of communicative approach. Model Course “Maritime English”, approved by International Maritime Organization, stipulates the necessity of active learning by stimulating frequent learner participation in order “to assess how much students already know, stimulate interest in a topic, and increase opportunities to interact in English” [1, p.217], which is mostly done by teachers. In current theories and researches concerning active learning technologies, two important components are specified: activities involving higher cognitive thinking and student reflection on their learning, with the latter to be done by students themselves.