Oversea experience1 month in the U.S.15 students （8 second-year students, 4 third-year students, and 3 fourth-year students）. There were 3 proficient English speakers whose academic language was English. The other 12 students were L2 English emergent bilinguals. The instructor was an English and Japanese bilingual male, Professor Rurikawa （pseudonym）, whom the focal student had met in the past lecture series. She had total faith in the course instructor, as was stated during the final interview, “I took this course because it was Professor Rurikawa’s ... If it had been a different teacher with the same condition, I might not have taken the course.” During the first class meeting of the course, students had an orientation, followed by breakout room sessions to introduce each other in Japanese. As the participant described in her first interview, the class had a friendly atmosphere: “I could tell that the teacher was trying to create a good atmosphere, and the other students were all smiling.”Year2Satomi44# of past EMI3早稲田教育評論 第 36 巻第１号Table 1. The Participant InformationTOEFL ITP530The participants for the study were recruited at the end of the first class meeting. The study purpose was then explained to all the students, and online consent forms were collected. I called for students who found difficulties with EMI courses, and 6 among the 15 students volunteered for the study. All the students reported they did not have much reading and listening comprehension difficulty but disclosed their obstacle was spontaneous L2 speaking. Among the 6 students, one student’s weekly journal revealed her severe stress in the morning, wondering whether to skip the class that day. An interview with her revealed that she was a diligent student. She was hesitant, not due to her laziness but due to her anxiety. I chose to take a single case study （Duff, 2020） and look closely at her narrative as a unique but potentially typical case for those who avoid taking EMI. The case is significant enough because it is of scholarly interest, but it is usually difficult to access such a participant （Yin, 2018, p. 243 ）. Thus, it justifies the sampling issue （Miyahara, 2020）.The focal student is Satomi （pseudonym）, a second-year student majoring in American literature （see Table 1）. She is a motivated, diligent student: During the first interview, she said she had never dropped a course before and would not drop this one unless she felt “too much of a difference in the ［expected］ level.” Additionally, the fact that she was already reading the textbook at the time of our first interview after the first class implies that she is an organized, eager student. She had a proficiency of 530 on TOEFL ITP. She said in the interview that reading comprehension, answering tests, and writing papers were not a problem, but her primary concern was spontaneous speaking in her L2 English.Participant Recruitment and Case Selection ProcedureThe Focal Student
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