（Ed.）, English in higher education – English medium （pp. 5–75）. British Council.88AcknowledgmentsReferencesAirey, J. （2016）. EAP, EMI or CLIL? In K. Hyland and P. Shaw （Eds.）, The Routledge handbook of English for selecting the EMI class name from a pull-down menu to prevent errors due to misunderstandings.Another limitation is that the questionnaire alone is insufficient to determine the actual conditions of task implementation. Although the questionnaire measures task frequency based on students’ subjective evaluations, some aspects are hard to disentangle from the questionnaire alone, such as how long students perform the task in class and whether everyone performs tasks such as presentations uniformly at the same frequency.Further investigations are needed to solve the above-mentioned task frequency issues through observations or alternative methods. The current study lays a foundation for future research directions. One avenue involves understanding how students managed the challenging tasks highlighted in this study, whether through overcoming them or avoiding them altogether, and examining the strategies they employed. This inquiry could delve deeper into the types of support they require, including the potential utilization of Student Assistants （SAs） and Teaching Assistants （TAs） within EMI classroom settings. These inquiries could be explored through qualitative interview investigations.We would like to express our deepest gratitude to our supervisors, Dr. Tetsuo Harada and Dr. Yasuyo Sawaki, for their invaluable support to conduct this study and advice on data analysis. We are also grateful to undergraduate students of the Department of English Language and Literature, School of Education for their cooperation in answering the questionnaire. This study is part of the outcomes of a research project funded by the Institute for Advanced Studies in Education, Waseda University in 2023 （General Commit-tee, Section No. B-02）.academic purposes （p. 645）. Routledge.Airey, J. （2018）. Roles of vocabulary knowledge for success in English-medium instruction: Self-perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly, 52（3）, 564–587. https://doi.org/10.1002/tesq.453Bradford, A., & Brown, H. （Eds.）. （2017）. English-medium instruction in Japanese higher education: Policy, challenges and outcomes. Multilingual Matters. https://doi.org/10.21832/BRADFO8941Brown, H., & Iyobe, B. （2014）. The growth of English medium instruction in Japan. JALT 2013 Conference Proceedings, 9–19.Council of Europe. （2001）. Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.Curle, S., Jablonkai, R., Mittelmeier, J., Sahan, K., & Veitch, A. （2020）. Part 1: Literature review. In N. Galloway Dearden, J. （2014）. English as a medium of instruction: A growing global phenomenon. British Council. https://doi.org/10.1080/0013191610140107Harada, T. （2017）. Developing a content-based English as a foreign language program: Needs analysis and
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