Abstract:

Content-Based Instruction has been widely advocated in English for Specific Purposes as an approach that integrates disciplinary knowledge with language learning and enhances the professional relevance of instruction, particularly in fields such as Maritime English where effective communication is essential for operational safety and coordination. However, limited research has examined how maritime students perceive the integration of disciplinary content in Maritime English courses and how such integration may influence learner engagement and professional motivation.

This study explores maritime students’ perceptions of content-based instruction and examines the relationships between perceived content relevance, learning engagement, and professional motivation. A cross-sectional survey was conducted among undergraduate students enrolled in Maritime English courses at the Maritime Department of the University of Zadar, Croatia. Data were collected using a Likert-scale questionnaire measuring three constructs: perceived relevance of maritime content integration, engagement in the learning process, and motivation related to future professional practice. The data were analysed using descriptive statistics and correlation analysis to explore associations among the measured variables.

The study provides empirical insight into students’ perceptions of content-based instruction in Maritime English and highlights the role of perceived content relevance in shaping learner engagement and professional motivation within maritime education and training. The findings contribute to the ongoing discussion on effective pedagogical approaches in Maritime English and may inform future curriculum development and research in the field.

Keywords:

Content-Based Instruction, Maritime English, English for Specific Purposes, student engagement, professional motivation.