ReferencesAmerican Psychological Association. （n.d.）. APA dictionary of psychology. Retrieved September 24, 2021, from A Diligent Student’s Distress in English-Medium Instruction Classes: A Longitudinal Study53Acknowledgmentsstudents’ difficulties in EMI with the growing need for support for struggling EMI students.The study has the following pedagogical implications. To soothe students’ distress may require emotional support and other classroom considerations, which may not necessarily be language support. Firstly, the focal student’s belief that students should be good at English and the pressure to be perfectly prepared may be a matter of mindset: It is based on the belief that EMI students should not receive any language scaffolding during communication. This belief may be altered if instructors and peers were more sensitive to their language needs and provided sufficient scaffolding during discussions. Translanguaging practices, which are currently being recognized in EMI （e.g., Ou et al., 2020） at various necessary phases, might also be an option. Secondly, emergent bilinguals may feel less embarrassed if instructors and peer students focus more on their contributions and provide positive feedback. Lastly, the problem of not being able to participate in the discussions or respond to spontaneous interactions may be solved by encouraging the class to invite and wait for the emergent bilinguals’ contributions by saying, “Take your time.” There is a list of pedagogical interventions instructors and universities can do, such as the one by Kojima （2021, pp. 109–112）, and it is my wish that this kind of list becomes widely dispersed.First, my greatest thanks go to Satomi, an unforgettably hard-working and diligent person who generously allowed me to learn from her experience. I would also like to thank Dr. Tetsuo Harada, Dr. Yasuyo Sawaki, Kana Matsumura, and Ryo Moriya for their valuable support and comments. The larger study of this paper was funded by the Japan Association for Language Education and Technology and the Institute for Advanced Studies in Education, Waseda University （General Committee on IASE Research Projects, B-03, 2021）https://dictionary.apa.org/painBailey, K. M. （1983）. Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long （Eds.）, Classroom oriented research in second language acquisition （pp. 67–102）. Newbury House.Bamberg, M., & Demuth, C. （2016）. Narrative inquiry: An interview with Michael Bamberg. Europe’s Journal of Psychology, 12（1）, 14–28. https://doi.org/10.5964/ejop.v12i1.1128Barkhuizen, G. （2010）. An extended positioning analysis of a pre-service teacher’s better life small story. Applied Linguistics, 31（2）, 282–300. https://doi.org/10.1093/applin/amp027Barkhuizen, G., Benson, P., & Chik, A. （2014）. Narrative inquiry in language teaching and learning research. Routledge.Bradford, A. （2013）. English-medium degree programs in Japanese universities: Learning from the European experience. Asian Education and Development Studies, 2（3）, 225–240. https://doi.org/10.1108/AEDS-06-
元のページ ../index.html#59