2.72.51.71.91.92.22.82.71.61.31.41.21.31.21.61.2FrequencyDifficultyMSDMSD0.82.050. Write a paper in English on the content of the specialized subject0.81.151. Write a paper in English on the content of the specialized subject as a group assignment0.652. Read feedback in English from the instructor on your English writing assignments2.053. Read papers submitted by other students on the specialized content （i.e., peer reading）1.40.70.754. Make comments in English on other students’ papers read in Q53 （i.e., peer feedback）1.40.70.955. Revise and submit English writing assignments based on comments from other students56. Write a term paper in English on the contents of specialized subjects2.00.90.82.183Note. The questionnaire was originally designed in Japanese. Each question was translated from Japanese into English.TaskOverallThe four high-frequency and high-difficulty tasks are reported in the lecture category: listening to the instructor’s explanation of the specialized content in English （Q16: M = 3.3, SD = 0.9 for frequency; M = 3.0, SD = 0.9 for difficulty）, English materials such as audio and video （Q23: M = 2.8, SD = 1.0 for frequency; M = 2.8, SD = 0.8 for difficulty）, writing essential points in the textbook or other text materials in English （Q17: M = 2.1, SD = 1.4 for frequency; M = 2.8, SD = 0.8 for difficulty）, and answering discussion questions posed by the instructor （Q21: M = 2.9, SD = 1.2 for frequency; M = 3.1, SD = 0.9 for difficulty）. For the discussion category, pair or group discussions in English on what they read in their specialized textbooks （Q27: M = 2.7, SD = 1.4 for frequency; M = 3.2, SD = 0.8 for difficulty） or given questions （Q28: M = 2.9, SD = 1.3 for frequency; M = 3.3, SD = 0.8 for difficulty）, and tasks such as explaining specialized content in English during discussions （Q29: M = 2.2, SD = 1.5 for frequency; M = 3.3, SD = 0.8 for difficulty） are high-frequency and high-difficulty tasks. In contrast, class discussions are similarly challenging but less frequent than group discussions （Q34: M = 1.6, SD = 1.4 for frequency; M = 3.2, SD = 0.9 for difficulty）.For the presentation category, summary presentations of the content in specialized textbooks （Q36: M = 2.7, SD = 1.3 for frequency; M = 2.8, SD = 0.9 for difficulty）, group presentations of the content of specialized courses （Q37: M = 2.5, SD = 1.4 for frequency; M = 2.7, SD = 0.7 for difficulty）, and group discussions over discussion questions posed by the presenter （Q41: M = 2.6, SD = 1.3 for frequency; M = 2.8, SD = 0.8 for difficulty） are high-frequency and high-difficulty tasks. Only Q36 and Q37 asked about conducting presentations in English, and these results indicate that students often perform these tasks in their EMI and find them challenging.The last category is related to tasks such as student assignments. This category exhibits a lower mean score for frequency than the other categories （M = 1.6, SD = 1.4）, indicating that each task is not performed frequently in this EMI context. However, only reading references to cite for a report was highly frequent and difficult （Q49: M = 2.3, SD = 1.5 for frequency; M = 2.7, SD = 1.0 for difficulty）. Although we observe tendency toward variation in frequency, this task is relatively common and difficult.
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