RQ: What are the challenging tasks students frequently experience in EMI as implemented by the Depart-79MethodOverviewQuestionnaireTherefore, this study conducts a needs analysis using an original questionnaire tailored to the current context of the Department of English Language and Literature. To identify the needs for English use in EMI in the department, we address the following research question: ment of English Language and Literature, School of Education at Waseda University?This study conducted a small-scale questionnaire survey of undergraduate students undergoing EMI in the Department of English Language and Literature, School of Education at Waseda University. The study aimed to identify the characteristics of each task students experienced in EMI in terms of frequency and difficulty using descriptive statistics. We developed a questionnaire based on Tahara et al. （2021） and Moriya and Matsumura （2022）, adapted to our current department context, to measure the frequency and difficulty of EMI tasks. This study was approved by the Academic Research Ethical Review Committee of Waseda University （Approval No. 2018-088）. The data obtained from the questionnaire were anonymized and strictly protected.To design a questionnaire fine-tuned to the recent EMI context in the Department of English Language and Literature, School of Education, Waseda University, we first compiled the tasks listed in Tahara et al. （2021） and Moriya and Matsumura （2022）. Then, we referred to the most recent course syllabus available online for the 2022 academic year of the School of Education at Waseda University to review these task lists and exclude tasks that were not relevant to the courses offered by the department （e.g., “write creatively utilizing content knowledge, such as short stories, poems, plays, etc.”）. Finally, we reviewed the appropriateness of the wording of each question.The revised questionnaire comprises eight sections. The first section asks for basic information about the participants; the second to sixth sections ask about the frequency and difficulty of each task in EMI; the seventh section relates to open-ended questions about the task; and the last section relates to the recruit-ment of additional interviews. This study analyzed 56 question items from the second to sixth sections. The second to sixth sections correspond to each category of tasks before and after class, lectures, discussions, presentations, and assignments experienced in EMI, in line with Tahara et al. （2021） and Moriya and Matsumura （2022）. The frequency and difficulty of each task were assessed using five-point Likert scales （no experience, low, relatively low, relatively high, and high） and four-point Likert scales （low, relatively low, relatively high, and high）, respectively. The questionnaire was administered using Google Forms. We asked faculty members in the department to distribute the questionnaire online to their undergraduates, and those who wished to respond voluntarily completed it online.
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