5Student Voices on Challenges and Support in English-Medium Instruction: A Case Study from the Department of English Language and Literaturetion in this study, the analysis took a data-driven, progressive summarizing strategy, rather than concept-driven strategy. This approach involved paraphrasing relevant passages, removing any superfluous content, and summarizing similar paraphrases, which were then organized into categories.In presenting the data, special care has been taken to protect the privacy of the eight students, includ-ing their TOEFL ITP score information. Initially, we intended to assign codes to each individual student. However, even with this approach, our concerns remained that some participants and readers might be able to identify each other. To fully protect privacy in this small-scale case study （Duff, 2008）, we have omitted information unless it is relevant as an influencing factor and the content is safe to share. For example, if a student’s comment is related to their experience as a more experienced fourth-year student, we included the attribute “fourth year” in the text. Pseudonyms have been used for some course names to protect the instructors’ identities. This study was approved by the Waseda University Ethics Committee （Approval No. 2023-243）.Our findings described, based on our interview data, what the students perceive as difficult, what they mean by difficult, and what types of support they would like to receive. The data also revealed their strate-gies for coping with these challenges. The data are presented in tables organized by the different phases of EMI classes: pre-class reading assignments, lectures, class and group discussions, presentations, and written assignments. Each table presents specific difficulties with reasons and the types of support the students would like to receive. We also categorized the difficulties based on whether they stem from language-related issues, content challenges, or other factors. When there were noteworthy comments, including their coping strategies, we note that information. Lastly, all interview excerpts in Japanese were translated into English by the first author.As shown in Table 1, language-related issues were not prominent. Students are well-prepared and quite proficient in reading, as they had passed the entrance exam which included textbook-level written texts. Instead, they reported that understanding challenging content was difficult, whether it is presented in L1 Japanese or L2 English. Out of eight students, one student mentioned that there was no problem at all in comprehending the textbook, as the course instructor chose a textbook that was straightforward, even on a rather abstract and difficult topic, such as critical theory in literature. On the other hand, one student mentioned that he struggled to understand a few technical terms in one class and felt his comprehension was around 70%.EthicsFindings and DiscussionPre-class Reading Assignments
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