教育評論第39巻第１号

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4早稲田教育評論　第 39 巻第１号author is an instructor at the site of study.The first author interviewed a total of eight undergraduate students in total who had been taking EMI courses at the university. Two of these students were participants in our previous questionnaire study （Kudo et al., 2024）. Three were recruited through the first author’s personal contacts. To include more students who struggled with EMI courses, two more participants were recruited through snowball sampling. Among the eight participants, six had previous experience with linguistics courses via EMI, while one had experience with cultural studies courses and the other with English literature courses via EMI. The interviews with linguistics students reached a satisfactory level of content saturation, which indicates that an adequate number of participants had been included for this category. However, recruiting participants for cultural studies and English literature was challenging, because many English literature courses are conducted in Japanese with English texts, which led to a limited number of relevant participants for this study. Despite several weeks of recruitment efforts, only one participant from these fields was accessible.To describe the English proficiency levels of the eight participants, six participants fall in the low to mid-500s range on the TOEFL ITP test, which indicates a high-intermediate or advanced level. The remaining two participants scored around 600, which places them at the high end of the advanced level. All eight participants correspond to the B2 level according to the CEFR （ETS, 2024）.The interviews were conducted individually in a semi-structured format by the first author, online via Zoom. The interviews were conducted according to the following procedure. First, we reviewed the participants’ questionnaire results from our previous study （Kudo et al., 2024）, or asked those who had not completed the questionnaire to do so. The questionnaire items contained a list of classroom tasks from five phases of a typical EMI class: before and after class, lecture, class and group discussions, presentation, and assignment experienced in EMI. Each participant reviewed their responses with the first author. For each phase of the class, participants were asked to focus on the tasks they had marked as ‘difficult’ and to elaborate on what they meant by ‘difficult’ in this context. Special attention was paid to understanding whether the difficulty stemmed from their proficiency in their second language, the content itself, or other factors. The first author then asked if there were any additional tasks they typically performed during that phase, to ensure all relevant classroom tasks were captured in the study. Next, students were asked to specify what types of support would be helpful. Finally, they were also asked to recall what aspects of their classes in English for academic purposes （EAP） had been useful in their subsequent EMI course participation.Interviews were audio recorded and transcribed for analysis as textual data. The data were then coded for qualitative content analysis （Schreier, 2012, p. 176）. Given the exploratory nature of the research ques-ParticipantsInterviewsAnalysis