13One student commented that it is often challenging to determine important references simply from the cited literature in textbooks. For example, it is not always clear if a citation, such as Kachru’s 1992 book on World Englishes, is truly a major or landmark work unless it is frequently cited. The student suggested that having a list of key papers or frequently cited works in the field would be very helpful. Out of the eight students interviewed, only one had used the university writing center. Some participants either did not know about it or had forgotten its existence. However, participants shared their concerns about using the center. Most reported being too busy, often starting their assignments at the last minute, which did not leave them enough time to plan and schedule sessions. One student majoring in English literature also expressed a preference for having their work reviewed by someone familiar with the writing style required in literary studies, ideally postgraduate students in literature.Writing can be challenging for many people. However, one fourth-year student noted that his writing improved through EMI courses because he was reading extensively as part of the coursework. He said, “The more I read, the better I feel I become at writing. I never thought that reading would directly connect to writing.”First, many previous studies have focused on the issue of English proficiency as a problem and implied that difficulties might be attributed to the level of proficiency in L2 English （e.g. Curle et al., 2023; Ruegg, 2021）. In this line of discussion, our previous study （Kudo et al., 2024） found that several reading, listening, class and group discussions, and presentation tasks were both frequent and difficult. However, this raised important questions about what constitutes difficulty and what specifically makes these tasks challenging. In response to these questions, this paper presented interesting findings in answer to a call for more context-specific analysis in EMI research （e.g., Aizawa, 2024; Macaro, 2022; Sahan, 2021）. Our previous study revealed that, while proficiency issues do influence EMI task performance, they may be difficult but not unmanageable. Rather, the aspect emerging as a serious problem was the difficulty of academic course content, alongside other factors such as time constraints and busy schedules. In other words, language-related issues do not appear to be the predominant problem, but rather just one of the factors contributing to the overall complexity of difficulties.Second, when looking at data on difficulty, we need to carefully consider whether the factors contrib-uting to the difficulty of each task are related to language, content, or other factors such as being busy and allocated time. Highlighted in this paper was that time can be a significant factor that suppress students’ performance in L2. Attending EMI classes requires additional time to look up words and research back-Student Voices on Challenges and Support in English-Medium Instruction: A Case Study from the Department of English Language and LiteratureMore support that provides key articles and referencesThe underutilized writing center“The more I read, the better I feel I become at writing” General Discussion
元のページ ../index.html#19