3Student Voices on Challenges and Support in English-Medium Instruction: A Case Study from the Department of English Language and Literaturefor the course, specific skills needed for assignments, and study sessions for test preparation）, general skills workshops （e.g., library searches, essay writing）, one-on-one tutorial support, and drop-in desk services. While these resources are informative and valuable, we still lack a clear understanding of the specific problems students face and the underlying factors, as well as how we can effectively assist students in day-to-day classes.Recent EMI literature （e.g., Aizawa, 2024; Macaro, 2022; Sahan, 2021） has emphasized the importance of understanding the contextualized student experience. Capturing the unique experiences of individual students in specific contexts can help identify the factors that contribute to the difficulties they face in EMI classes. Such efforts may inform curriculum development, pedagogical practices, and the establishment of support systems tailored to specific EMI programs. While the need for more contextual-ized investigations is emphasized, methodologically speaking, studies that specifically focus on difficulties students face remain scarce. To address these research gaps, this study explored student experiences with difficulties in EMI classroom tasks in an attempt to provide insights into more effective pedagogical practices and student support systems. This study is unique as it directly asked students regarding what they perceive as difficult, and what they mean by ‘difficult,’ and what kinds of support they would like to have to make their learning more fruitful and robust. The following research questions guided our analysis: １．What factors contribute to the difficulties that students face in EMI classes in a particular context?２． What types of support do students want in order to overcome challenges and enhance their learning in EMI programs?The context of this present study is EMI courses offered in the department of English language and literature at a leading private university in Japan. In this department, EMI courses are offered as elective courses, but the program itself is not an English-taught degree program. Therefore, students choose to take these courses taught in English, and also have the chance to learn similar content in their L1 Japanese, if available, though this is not necessarily guaranteed. For students who graduated from Japanese high schools, their aural （and oral） vocabulary knowledge is often weaker （e.g., Uchihara & Harada, 2018）, as are their spontaneous speech production skills （e.g., Kiyota, 2022a, 2022b; Kudo et al., 2017; Suzuki et al., 2017）.The first author conducted this research as an associate researcher at the Institute for Advanced Studies in Education at Waseda University while the second author contributed as a research associate at the School of Education. Both authors have experience learning academic content through EMI. Neither Aim of the Study and Research QuestionsMethodContextResearcher Identity
元のページ ../index.html#9