Abstract
ChatGPT is a powerful tool widely used by many students. It is important for educators to understand how it can be utilised to reduce the time spent on repeated assessments. The aim of this study was to enhance the teaching of Maritime English through the use of ChatGPT. The research employed methods such as analysis, systematisation, observation, comparison, generalisation, and interpretation of results. The article explored the potential of using a new AI-powered chatbot in the teaching of Maritime English and in the assessment of future marine engineers. By leveraging ChatGPT’s capabilities, Maritime English instructors were able to offer students an interactive language learning experience that simulates real-life communication scenarios. This innovative approach not only improved students’ language skills but also prepared them for effective communication at sea. It was found that ChatGPT can generate coherent and contextually appropriate responses, as it is initially trained on a diverse dataset before being fine-tuned for specific tasks, and processes sequential data − making it particularly effective for understanding natural language. The study outlined the functions of the chatbot and presents a model for implementing ChatGPT in Maritime English teaching. It concluded with challenges encountered during the research and suggested possible solutions. The study highlighted that ChatGPT can provide instant feedback on grammar, vocabulary usage, and communication style, enabling students to continuously improve their language proficiency. It can be used for both oral and written assessments, providing accurate evaluations of students’ language competence and communicative abilities. Integrating ChatGPT into existing Maritime English courses can complement traditional teaching methods and increase student engagement. The findings of the study can be used by Maritime English educators to enhance their knowledge of how to effectively integrate ChatGPT into their lessons
Keywords
maritime institutions; marine professionals; digitalisation; LMS MOODLE; e-learning
References
[1] American Educational Research Association. (2011). Code of ethics. Educational Researcher, 40(3), 145-156. doi: 10.3102/0013189X11410403.
[2] Biswas, S. (2023). ChatGPT and the future of medical writing. Radiology, 307(2), article number e223312. doi: 10.1148/radiol.223312.
[3] British Educational Research Association. (2018). Ethical guidelines for educational research. Retrieved from https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018.
[4] Chew, P. (2024). Pioneering tomorrow’s AI system through marine engineering. An empirical study of the peter chew rule for overcoming error in Chat GPT. doi: 10.2139/ssrn.4690360.
[5] Diahyleva, O., Gritsuk, І., Kononova, O., & Yurzhenko, A. (2021). Computerized adaptive testing in educational electronic environment of maritime higher education institutions. CTE Workshop Proceedings, 8, 411-422. doi: 10.55056/cte.297.
[6] Dubovyk, O. (2024). Innovations in ESP teaching and learning practices. Humanities Studios: Pedagogy, Psychology, Philosophy, 12(4), 23-33. doi: 10.31548/hspedagog/4.2024.23.
[7] Gucma, M., Deja, A., & Szymonowicz, J. (2023). Environmental solutions for maritime ships: Challenges and needs. Production Engineering Archives, 29(2), 216-224. doi: 10.30657/pea.2023.29.25.
[8] Haleem, A., Javaid, M., & Singh, R.P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), article number 100089. doi: 10.1016/j.tbench.2023.100089.
[9] Iqbal, N., Ahmed, H., & Azhar, K.A. (2022). Exploring teachers’ attitudes towards using ChatGPT. Global Journal of Management and Administrative Sciences, 3, 97-111. doi: 10.46568/gjmas.v3i4.163.
[10] Liashenko, U. (2024). Training of future ship engineers and electricians by means of competence, communicative and interdisciplinary approaches. ScienceRise: Pedagogical Education, 3(60), 4-9. doi: 10.15587/2519-4984.2024.305117.
[11] Patel, S.B., & Lam, K. (2023). ChatGPT: The future of discharge summaries? The Lancet Digital Health, 5(3), 107-108. doi: 10.1016/s2589-7500(23)00021-3.
[12] Ruchika, P., & Ritvik, P. (2022). ChatGPT vs education. GYANODAYA − The Journal of Progressive Education, 15(1-2), 13-20. doi: 10.5958/2229-4422.2022.00002.0.
[13] Sakib, N., Gissi, E., & Backer, H. (2021). Addressing the pollution control potential of marine spatial planning for shipping activity. Marine Policy, 132, article number 104648. doi: 10.1016/j.marpol.2021.104648.
[14] Satterwhite, D. (2024). Impact of Chat GPT on the marine engineering technology curriculum. In Proceedings of the 2024 conference for industry and education collaboration. Garden Grove: American Society for Engineering Education. doi: 10.18260/1-2-1145-49058.
[15] Schaffzin, K.T. (2016). Learning outcomes in a flipped classroom: A comparison of civil procedure II test scores between students in a traditional class and a flipped class. University of Memphis Law Review, 46(3), 661-693. doi: 10.2139/ssrn.3956257.
[16] Semerikov, S., Striuk, A., Striuk, L., Striuk, M., & Shalatska, H. (2020). Sustainability in software engineering education: A case of general professional competencies. E3S Web of Conferences, 166, article number 10036. doi: 10.1051/e3sconf/202016610036.
[17] Semerikov, S.O., Amelina, S., & Tarasenko, P.O. (2023). Enhancing foreign language learning with cloud-based mind mapping techniques. In Proceedings of the VIII Iinternational workshop on professional retraining and life-long learning using ICT: Person-oriented approach (3L-Person 2023). (pp. 48-60). Kryvyi Rih: Virtual Event. doi: 10.31812/123456789/8484.
[18] Sharma, S., & Yadav, R. (2023). Chat GPT – a technological remedy or challenge for the education system. Global Journal of Enterprise Information System, 14(4), 46-51.
[19] Shen, Y., Heacock, L., Elias, J., Hentel, K., Reig, B., Shih, G., & Moy, L. (2023). ChatGPT and other large language models are double-edged swords. Radiology, 307(2), article number e230163. doi: 10.1148/radiol.230163.
[20] Sherman, M., Samchynska, Y., Sikelinda, M., & Yurzhenko, A. (2020). Formation of digital and research competences in the training of it professionals in a modern university. Information Technologies in Education, 44, 18-30. doi: 10.14308/ite000722.
[21] Ships, V. (n.d.). Retrieved from https://vships.com.ua/.
[22] Stokel-Walker, C. (2022). AI bot ChatGPT writes smart essays − should professors worry?. Nature. doi: 10.1038/d41586-022-04397-7.
[23] Striuk, A.M., & Semerikov, S.O. (2022). Professional competencies of future software engineers in the software design: Teaching techniques. Journal of Physics: Conference Series, 2288, article number 012012. doi: 10.1088/1742-6596/2288/1/012012.
[24] Thorp, H.H. (2023). ChatGPT is fun, but not an author. Science, 379(6630), 303-313. doi: 10.1126/science.adg7879.
[25] Tyron, O., Korieshkova, S., Didenko, M., & Kaminska, S. (2020). Psycho-pedagogical approaches to the design of English learning course for ship engineers. International Journal of Engineering Pedagogy (iJEP), 10(6), 21-35. doi: 10.3991/ijep.v10i6.14107.
[26] Valko, N.V., Osadchyi, V.V., & Kruhlyk, V.S. (2021). Cloud resources use for students’ project activities. CTE Workshop Proceedings, 8, 304-317. doi: 10.55056/cte.240.
[27] Van Dis, E.A., Bollen, J., Zuidema, W., Van Rooij, R., & Bockting, C. (2023). ChatGPT: Five priorities for research. Nature, 614(7947), 224-226. doi: 10.1038/d41586-023-00288-7.
[28] Varghese, R.M. (2023). Is ChatGPT a game changer for higher education in India?. University News: A Weekly Journal of Higher Education, Association of Indian Universities, 16(9), 16-20.
[29] Volkova, A. (2021). Making sense of simulators in teaching maritime English. Actual Questions of Humanitarian Studies. Pedagogy, 42, 34-39. doi: 10.24919/2308-4863/42-3-6.
[30] Xiaoming, Z. (2022). ChatGPT user experience: Implications for education. doi: 10.2139/ssrn.4312418.
[31] Yakhontova, T.V. (2003). English academic writing for students and researchers. Lviv: Ivan Franko National University of Lviv.
[32] Zhai, X. (2022). ChatGPT user experience: Implications for education. SSRN Electronic Journal. doi: 10.2139/ssrn.4312418.
[33] Zheng, Z., Zhang, J., Vu, T.A., Diao, S., Tim, Y.H.W., & Yeung, S.K. (2023). Marinegpt: Unlocking secrets of ocean to the public. arXiv. doi: 10.48550/arXiv.2310.13596.