AcknowledgementsReferencesAizawa, I. （2024）. Tracking the first-year experience in English medium instruction: A pre-post study of transitional challenges. English for Specific Purposes, 73, 20–32.Aizawa, I., & Rose, H. （2019）. An analysis of Japan’s English as medium of instruction initiatives within higher education: The gap between meso-level policy and micro-level practice. Higher Education, 77（6）, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5Bradford, A., & Brown, H. （Eds.）. （2017）. English-medium instruction in Japanese higher education: Policy, challenges and outcomes. Multilingual Matters. https://doi.org/10.21832/BRADFO8941Curle, S., Lin, Y., & Aizawa, I. （2023）. English medium instruction in Japan: Changes and challenges faced by faculty and students. In P. K. Sah & F. Fang （Eds.）, Policies, politics, and ideologies of English-medium instruction in Asian universities （pp. 33–47）. Routledge.Duff, P. A. （2008）. Case study research in applied linguistics. Routledge.ETS. （2024）. The TOEFL ITP® Assessment Series. https://www.ets.org/toefl/itp/scoring.html Hashimoto, H. （2017）. Government policy driving English-medium instruction at Japanese universities: Responding to a competitiveness crisis in a globalizing world. In A. Bradford & H. Brown （Eds.）, English-medium instruction in Japanese higher education: Policy, challenges and outcomes （pp. 14–31）. Multilingual Matters.Hino, N. （2017）. The significance of EMI for the learning of EIL in higher education: Four cases from Japan. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw （Eds.）, English medium instruction in higher education in Asia-Pacific: From policy to pedagogy （pp. 115–131）. Springer. https://doi.org/10.1007/978-3-319-51976-0_7Kiyota, A. （2022a）. A diligent student’s distress in English-medium instruction classes: A longitudinal study. Waseda Review of Education, 36（1）, 41–56.Kiyota, A. （2022b）. Problematizing fluent speakers’ unintentional exclusion of emergent bilinguals: A case study of an English-medium instruction classroom in Japan. International Journal of Literacy, Culture, and Language Education, 2（May）, 6–19.Kojima, N. （2021）. Student motivation in English-medium instruction: Empirical studies in a Japanese university. Routledge.Kudo, S., Harada, T., Eguchi, M., Moriya, R., & Suzuki, S. （2017）. Investigating English speaking anxiety in 15Student Voices on Challenges and Support in English-Medium Instruction: A Case Study from the Department of English Language and Literaturestudents’ difficulty is based solely on interview data. For example, our study could not further explore the relationship between students’ comprehension and lecture delivery （e.g., articulation, speech rate, and the effective use of PowerPoint）. To gain a thorough understanding of students’ experiences with the difficulty of classroom tasks during EMI, future studies should include classroom observations and analyze video-recorded classroom data.We would like to thank our participants for their valuable contributions to this study. Our apprecia-tion also goes to Dr. Tetsuo Harada, Dr. Yasuyo Sawaki, Dr. Kana Matsumura, and Dr. Ryo Moriya, who provided insightful comments on the paper. This study was funded by the Institute for Advanced Studies in Education, Waseda University （General Committee on IASE Research Projects, B-09, 2024）.
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