Keywords： English-medium instruction, second language socialization, L2 spontaneous speaking, distress, longitudinal 【Abstract】A growing need for support exists regarding students struggling in English-medium instruction （EMI） programs. Much focus has been placed on needs analysis, language support, and second language （L2 ） speaking anxiety. However, few studies have specifically shed light on the psychological distress of students concerning their EMI experiences. This study explores the narrative of a diligent student who experiences distress with a proficiency of 530 on TOEFL ITP. Drawing on multiple data sources, such as weekly student journals, class observation, and two interviews, the findings of this study showed that the student was experiencing unbearable distress, which was shaped not only by linguistic issues but also by the social context and classroom discussion practices in which she was situated. The findings of this paper may add a new understanding of the experience of emergent bilinguals going through EMI programs as their second language socialization processes.study, case study, narrative approach41IntroductionEnglish-medium instruction （EMI） is “the use of the English language to teach academic subjects in countries or jurisdictions where the first language （L1） of the majority of the population is not English” （Dearden, 2014, p. 2）. EMI in higher education is spreading rapidly in Europe, Africa, Latin America, the Middle East, and Asia （Curle et al., 2020; Macaro et al., 2018）, as well as in Japan （e.g., Bradford & Brown, 2017; Brown & Iyobe, 2014; Shimauchi, 2017）. In the Japanese context, some students regard EMI as “proficiency EMI,” where the primary goal is to improve English proficiency in the English as a foreign language environment （Richards & Pun, 2021）. Since EMI courses teach solely academic subjects in English and have no language teaching component, the term “EMI” does not include English for academic purposes （EAP） courses in this paper.EMI is, in most cases, a new experience for many Japanese university students who received their former education in L1 Japanese instruction. Researchers have problematized EMI in Japan as a double burden of understanding language and content （e.g., Kojima & Yashima, 2017）. The problem is urgent, considering that more than 200 universities offer EMI courses in Japan （Brown & Iyobe, 2014; Ota, 2018）. In finding a solution, studies have been conducted on areas of language support to be provided （Galloway & Ruegg, 2020; Moriya & Matsumura, 2021） and institutional language support systems, such as self-access support centers （Bradford, 2013; Ruegg, 2021） and EAP programs （e.g., Akiko KIYOTAA Diligent Student’s Distress in English-Medium Instruction Classes: A Longitudinal Study
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