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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Times New Roman', serif;">Blended learning in maritime education, particularly in the Seafarer Upgrading Program, faces challenges in adapting effective teaching methods for Maritime English (ME) instruction. A promising approach, Blended Task-Based Language Teaching (B-TBLT), combines Task-Based Language Teaching (TBLT) with blended learning environments. However, limited studies have explored students' perspectives on its implementation. This study endeavours to investigate students&rsquo; perceptions of B-TBLT in ME teaching. Data were collected from twenty Deck Officer Class IV students who were enrolled in ME instruction with B-TBLT using a mixed-method approach. This was achieved through questionnaires and interviews. The results indicate that students perceive B-TBLT positively, particularly in improved language skills, satisfaction and engagement, task relevance to real-world applications, and the role of technology. Moreover, the students expressed favourable views on the blended learning format, as it helped them increase independence and collaboration. Despite these positives, challenges related to time management and learning balance were identified. These findings underscore the potential of B-TBLT in ME education and provide implications for improving blended learning strategies in specialized training programs, particularly in vocational contexts.</span></p>

ltrq.2025.49.08.pdf

Original Research 

ltrq.2025.49.08.xml

Blended Task-Based Language Teaching in Maritime English: Voices of Indonesian Seafarer Upgrading Program Students