Research on Job-Oriented Task-Based Instructional Design for Cruise English in Higher Vocational Colleges under the OBE Concept

Abstract

The sustained recovery and structural upgrading of the global cruise industry have substantially raised the English proficiency threshold for shipboard personnel, while simultaneously exposing a widening mismatch between what higher vocational cruise English courses deliver and what frontline positions actually require. Grounded in the philosophy of outcomes-based education (OBE), this study develops a job-oriented, task-based instructional design for the Cruise English course in higher vocational colleges. By deconstructing the typical task chains of core shipboard positions, the study first maps the post-specific English competence profile and reconstructs a reverse-designed, measurable teaching objective system. Teaching content is then reorganized into position-aligned modules built around authentic work scenarios, in which intercultural communication competence and maritime regulatory language are systematically embedded. On this basis, an implementation path is constructed that integrates task-driven teaching organization, school-enterprise collaborative training scenarios, digital-intelligent technologies, and a multi-dimensional, whole-process evidence-based evaluation mechanism. Finally, a traceable and iteratively improvable teaching quality loop is established. The study argues that anchoring intended learning outcomes in genuine shipboard tasks can effectively bridge the gap between classroom English and workplace communicative performance, thereby offering a transferable reference for the reform of occupation-oriented foreign language teaching in higher vocational education.