Digital Formative Assessment for Maritime Vocabulary Learning: Evidence from Google Forms

Abstract

English proficiency, particularly mastery of specialized vocabulary, is essential for nautical students preparing for professional communication in the maritime industry. However, students often experience difficulties acquiring technical maritime terminology due to limited exposure, insufficient opportunities for repeated practice, and predominantly summative assessment practices. This study investigated changes in nautical students' maritime vocabulary mastery following the implementation of Google Forms-based formative assessment. A quantitative pre-experimental design with a one-group pretest–posttest approach was employed, involving 25 students enrolled in a Maritime English course. Maritime vocabulary tests were administered before and after the intervention, which incorporated repeated vocabulary practice and immediate feedback. The data were analyzed using descriptive statistics, gain-score analysis, and a paired-samples t-test. The results showed that the mean vocabulary score increased from 63.36 in the pre-test to 86.48 in the post-test, representing a mean gain of 23.12 points and a normalized gain of 0.63. The paired-samples t-test revealed a statistically significant difference between the two assessments, t(24) = −27.45, p < .001. These findings indicate substantial improvement in students' performance on maritime vocabulary following the intervention. The study extends digital formative assessment into the underexplored context of specialized Maritime English vocabulary instruction by positioning Google Forms beyond a testing platform as a medium for repeated practice, immediate feedback, and continuous vocabulary reinforcement. The findings provide context-specific evidence for integrating formative assessment into technology-enhanced Maritime English instruction.