7Student Voices on Challenges and Support in English-Medium Instruction: A Case Study from the Department of English Language and LiteratureTable 2 Difficulties, Strategies, and Support Request for LecturesStrategiesRead again later.Re-reading the textbook multiple times. Listening while looking up words on a translator.（No strategies were mentioned.）Break up long lectures with activity intervals to maintain concentration. Create a phase to summarize and discuss the lecture content in pairs after listening.Supplementary talk by the instructor in L1 Japanese, if possible, so that Japanese translation equivalents are provided, and also to assist those who may have difficulty understanding certain parts when learning the content in English.to rely on, she said she would have loathed her university life. It seems that the way students prepare for EMI courses has changed before and after the rise of generative AI.Several students suggested that a reading guide should be provided for pre-class reading assignments. One fourth-year student emphasized the usefulness of reading guides, based on his study abroad experience in an English-speaking country where he received similar materials before classes. He stressed that a reading guide should be a tool to guide critical aspects of the text and help students engage more effectively, leading to a deeper understanding during their reading. Specifically, he recommended that the guide include key questions and keywords. If the reading assignment involves research articles, then the guide should provide explanations of the methods and suggest areas of focus for students to pay attention to.In the lecture phase, language-related issues often arise due to listening proficiency, even among advanced-level students who excel at reading high-level texts. A few students noted that their comprehen-sion was limited or only about 50% during the instructor’s long monologues and they lacked a solid sense of understanding. On the other hand, it is interesting to note that two out of eight students reported no problems with lectures, which included students who are in the lower proficiency tier. Another student indicated that the difficulty was not related to listening proficiency but rather to the technical terms used in the lecture, which made understanding difficult. None of the participants reported difficulty understanding the instructors due to pronunciation, although some mentioned that listening to their peers was challenging due to articulation issues （see Presentations section）.Support RequestProblemsLanguage-related IssuesListening in English interferes with solid comprehension. Concentration often wanes. When that happens, it can be hard to get back on track, while in Japanese, missed parts can be easily grasped.New vocabulary from textbooks has not been fully memorized, making listening challenging.The issue of translation equivalents not being provided. When reading Japanese literature, it is difficult to connect the terms with their English counterparts immediately.Provision of a reading guideLectures
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