REFRAMING MARITIME ENGLISH TASKS FOR VIRTUAL LEARNING ENVIRONMENTS FOR FUTURE NAVIGATORS

Abstract

The article addresses the problem of maintaining the quality and effectiveness of Maritime English instructions under wartime conditions and in the transition to virtual learning environments. The study highlights the challenges teachers and students face due to psychological, methodological, and technical limitations, as well as the need to preserve communicative and professional components of language training.
The purpose of the paper is to outline the principles of reframing speaking-oriented Maritime English tasks for future navigators in online education. The research is based on the analysis of recent Ukrainian and international studies on distance learning and communicative methodology. Particular attention is paid to the adaptation of traditional classroom speaking exercises, such as role-plays, problem-solving discussions, and simulations and to digital environments using interactive tools and platforms. The proposed methodological principles emphasize communicative focus, interactivity, learner autonomy, and technological integration as key factors for effective adaptation. The study presents examples of how offline activities can be transformed into online equivalents without losing their pedagogical value. The examples cover the most popular and effective tasks used to perfect the speaking skills.
Findings indicate that the effectiveness of communicative tasks in Maritime English can be preserved through careful methodological redesign, adherence to clear structure, and incorporation of digital tools that enhance engagement and collaboration. The article concludes that the systematic adaptation of exercises for online learning contributes to sustaining language proficiency, professional orientation, and students’ motivation under unstable wartime conditions, thus ensuring continuity and quality of maritime language education.