9Student Voices on Challenges and Support in English-Medium Instruction: A Case Study from the Department of English Language and LiteratureTable 3 ProblemsLanguage-related IssuesChallenges with articulating thoughts in L2 English despite understanding the content partially （e.g., 50%–70%）. / Speaking in L2 English on newly understood specialized topics is demanding.In group discussions, if the English proficiency of members is high, there is pressure to keep up, which can lead to a false sense of understanding.Content ChallengesLeading discussions on specialized content as a senior student.Other FactorsMany discussion questions with limited time that require splitting tasks and using L1 Japanese to complete them on time.Facilitating discussions effectively and ensuring true engagement in discussions while avoiding superficial opinion exchanges.Provide questions in both English and Japanese.Allocate time to prepare responses.Create a comfortable environment for students to speak up. / Encourage trans-languaging. / Check comprehension during interaction.Extend discussion time to allow for more thorough conversation and avoid just exchanging opinions.Discussion questions should be clear and provide specific viewpoints.Interview data revealed a wide variety of comments （Table 3） showing that there are various forms of classes with different contexts and interaction styles （such as teacher–student interactions, student group discussions, the number of discussion questions, and the use of L1 Japanese in group discussion）. It was also mentioned that issues with English language proficiency can be challenging not only for oneself but also when discussing with partners who have lower and/or higher English proficiency.Our interview findings revealed various facets of what students meant by “difficult.” Not only were there language-related difficulties, but we also gained new insights into challenges arising from other factors. Notable issues included insufficient interactional competence, the added responsibility of being a senior student, and the amount of time allocated for class and group discussions. While the first two issues are challenging, they are not necessarily things to be avoided. Rather, these language-use situations provide students with areas for growth and development.One student noted that achieving meaningful group discussions, where group members actively listen Support RequestDifficulties, Strategies, and Support Request for Class and Group DiscussionsStrategiesWhen the other person is struggling, as a senior, explain what was heard and understood in one’s own words and check if it is accurate.Tutorial English classes were helpful in practicing speaking.（No strategies were mentioned.）（No request was mentioned.）（No strategies were mentioned.）Class and group discussionsDeepen the topic and ensure meaningful class and group discussions
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