Factors Influencing Maritime English Achievement among Marine Engineering Students at a Malaysian Polytechnic

Abstract

This study examines the key factors influencing the academic performance of Marine Engineering students in the Maritime English course at Politeknik Ungku Omar, Malaysia. Using a quantitative research design, data were collected from 81 students through structured questionnaires. The study investigated four dimensions: institutional support, pedagogical factors, intrinsic motivation, and perceived challenges. Statistical analysis revealed that pedagogical factors showed the strongest positive correlation with Maritime English CGPA (r = 0.48, p < 0.01), followed by institutional support (r = 0.41, p < 0.05). Perceived challenges were negatively correlated with achievement (r = -0.32, p < 0.05). Students with more than four years of prior English learning reported significantly higher institutional support (M = 4.71) than those with less than one year (M = 3.92, p = 0.04). The findings highlight the importance of a holistic curriculum design that integrates institutional support with adaptive teaching methods tailored to students' linguistic needs. This study provides insights for educators and policymakers seeking to enhance English language acquisition in maritime and technical education, ultimately supporting improved global communication competence in seafaring professions.