Satomi:I like English..., but...after I entered university, I feel like I have to be good at it.Before, I used to like it a lot, and I wanted to be fluent,but... ［now］ I think to myself, like,“You have to be able to do this kind of level. It’s just normal ［atarimae］.”Whenever there is a word I don’t understand, I’m like, “Oh my God, what should I do?”I think like, “You don’t even understand this?”contrast（present）（before）OREVEVORCAEV46Figure 1. Overview of the Time When the Excerpts Occurred during the SemesterExcerpt 1, first interview: I like English, but...早稲田教育評論 第 36 巻第１号Findings*AB = abstract; OR = orientation; CA = complicating action; EV = evaluation; RE = resolutionthe same institution. As for the data analysis, my background as an emergent bilingual in various L2 use settings has relevance in terms of experiences of distress. The memory of my distress helped me in understanding and empathizing with the focal participant in interviews. In collecting the data, my identity （a student, a woman, as old as the focal participant’s mother, Japanese speaker, who also has struggled in her university EMI courses） might have eased participant recruitment and allowed eliciting narratives that other researchers with different identities （e.g., teacher-researcher） may not have elicited otherwise.This section illustrates the focal student Satomi’s unbearable distress that made her hesitant to attend the class. First, the section begins with Satomi’s belief toward the expected level of English. Then, the section describes the pressure she felt to have a thorough preparation for the class. Finally, the data show social aspects of speaking difficulty that induce humiliation and distress. The unbearable distress led to a critical consequence for Satomi. All the excerpts in the following were translated by the researcher. Words in square brackets are my insertions. Figure 1 shows when each excerpt occurred during the semester. Excerpt 1 shows Satomi’s belief that students must be good at English in the EMI program she is going through.Finding 1: Satomi’s Belief that Students Must Be Good at English
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