THE USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN MARITIME ENGLISH TEACHING: OPPORTUNITIES AND LIMITATIONS

Abstract

The article investigates the opportunities and limitations of using artificial intelligence technologies in teaching Maritime English to future specialists of river and maritime transport. The relevance of the study is determined by the increasing requirements of the International Maritime Organization for the level of English communicative competence of seafarers in accordance with the provisions of the STCW Convention, as well as the rapid development of artificial intelligence tools that can potentially transform approaches to language training in maritime education institutions. The analysis of modern AI tools suitable for use in Maritime English teaching has been conducted, including generative models (ChatGPT, Claude, Gemini), automatic speech recognition systems, adaptive learning platforms, and corpusbased tools. The specifics of using artificial intelligence for practicing Standard Marine Communication Phrases, radio communication simulation, developing skills in maintaining ship documentation in English, and building intercultural communicative competence in multinational crews have been examined. The main advantages of implementing AI technologies in the educational process have been identified: personalization of learning, real-time feedback provision, round-the-clock training opportunities, assessment automation, and creation of authentic learning materials. At the same time, significant limitations have been revealed, related to inaccuracies in generating specialized maritime terminology, risks of academic dishonesty, lack of specialized maritime language models, limited Internet access on board ships, and ethical aspects of using artificial intelligence in the educational process. Practical recommendations for integrating AI tools into Maritime English curricula for educational programs in specialty J5 Maritime and Inland Water Transport have been formulated.