Evaluating students’ level of motivation in learning maritime English during the Movement Control Order (MCO) period: Preliminary findings on online distance learning of an STCW course

  • Shamsul Rizal M Rosedi Akademi Laut Malaysia, MALAYSIA
Keywords: Covid-19, Keller’s ARCS Model of Motivation, maritime English, MCO, online distance learning, student motivation, STCW


The global pandemic of Covid-19 has affected the teaching and learning of the STCW courses (Standards of Training, Certification and Watch-keeping for Seafarers) which witnessed the drastic move from normal face-to-face facilitation to full online and distance learning (ODL). This new paradigm shift has resulted in significant changes as well as immense challenges to students who experienced this crisis for the first time. Hence, the study aims to discover students’ motivation level in adapting to the new environment of online learning as experienced by semester 2 students in Maritime English classes via quantitative study adopted Keller’s ARCS Model of Motivation survey administered on 78 respondents. The data collected were analysed and the results showed high level of students’ motivation despite having to undergo challenges in online distance learning during the MCO. Moreover, the four elements of the ARCS Model tested in the experiment indicated very high scores in students’ engagement, confidence, motivation, and satisfaction. This preliminary study has helped to provide a new perspective on online learning as well as students’ motivation to the maritime education and training institutions. Hence, it is hoped that the findings could help them to make continuous quality improvement in pedagogical, technological adaptation and assessment aspects for the benefit of students and stakeholders of the maritime industry.


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How to Cite
M Rosedi, S. R. (2021). Evaluating students’ level of motivation in learning maritime English during the Movement Control Order (MCO) period: Preliminary findings on online distance learning of an STCW course. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(2), 139-151. https://doi.org/10.37134/jrpptte.vol11.2.10.2021