영어 매개 수업(EMI)에서의 언어적 어려움과 예측 요인 탐색: 한국 내 중국인 대학원생을 중심으로 = Exploring Linguistic Challenges and Predictive Factors in EMI (English-Medium Instruction): Evidence from Chinese Graduate Students in South Korea

다국어 초록 (Multilingual Abstract)

As English-medium instruction (EMI) continues to expand worldwide, South Korea has rapidly implemented EMI programs across its higher education institutions. Among international students, Chinese learners represent one of the largest groups, many of whom are required to take courses delivered entirely or partially in English. However, many of these students struggle to meet the linguistic demands of EMI programs, which may hinder their academic engagement, performance, and overall learning experience. Despite Korea’s rapid adoption of EMI, relatively few studies have systematically examined the linguistic challenges experienced by international students and the factors that predict these difficulties. This gap limits our understanding of how international students navigate EMI in multilingual Asian contexts. Addressing this gap, this study provides a comprehensive analysis of the linguistic challenges faced by this student population, focusing on how multiple factors, including English language proficiency, learning strategies, attitudes toward first language (L1) use, and language learning anxiety, contribute to these challenges.
Quantitative data were collected through two empirical studies involving Chinese graduate students from diverse academic disciplines (N = 226 and N = 160) in South Korea, using structured questionnaires. The first study employed independent samples t-tests and one-way Analysis of variance (ANOVA) to examine group differences based on English proficiency, degree level, and medium of instruction. The second study used standard multiple regression and mediation analyses to explore the predictive and mediating roles of key variables in shaping students’ linguistic challenges.
The findings revealed several consistent patterns. Writing and speaking emerged as the most significant challenges, with students struggling to employ discipline-specific vocabulary, structure academic texts coherently, and express ideas fluently during discussions and presentations. Listening was identified as an additional area of difficulty, particularly when comprehending lectures delivered in accented English or taking accurate notes. Students with lower English proficiency and those at the master’s level reported more linguistic challenges than their higher proficiency or doctoral counterparts. Moreover, students enrolled in bilingual (English-Korean) EMI courses experienced heavier linguistic burdens than those in predominantly English-medium classes. Beyond proficiency and instructional mode, the findings revealed that learning strategies were identified as the most significant predictor, yet students reported relatively low levels of strategic engagement. Language anxiety emerged as a critical mediator between proficiency and linguistic challenges, suggesting that affective factors such as anxiety can hinder academic communication even among students with adequate language proficiency.
These results underscore the necessity of considering both cognitive and affective dimensions of EMI learning. This study contributes theoretical insights into the interplay among linguistic, strategic, and emotional factors, and offers practical recommendations for designing linguistically supportive EMI programs, incorporating anxiety-reducing measures, and fostering the academic development of international students in multilingual higher education environments.

목차 (Table of Contents)

• Table of Contents
• Chapter 1. Introduction 1
• 1.1 Research background 1
• 1.2 Statement of the Problem 2
• 1.3 Significance of the study 4
• 1.4 Purpose of the Study 5
• 1.5 Research Questions 6
• 1.6 Operational Definition of Key Terms 6
• 1.6.1 English medium instruction (EMI) 8
• 1.6.2 Linguistic Challenges (LC) 9
• 1.6.3 Language Learning Anxiety (LLA) 9
• 1.6.4 Language Learning Strategies (LLS) 9
• 1.6.5 Attitudes toward L1 Use (ALU) 10
• 1.6.6 Language Proficiency (LP) 10
• 1.7 Organization of the Dissertation 11
• Chapter 2. Literature Review and Theoretical Framework 14
• 2.1 EMI in South Korea 14
• 2.2 Linguistic Challenges in EMI 17
• 2.3 Language Proficiency in EMI 21
• 2.4 Students’ First Language (L1) in EMI 24
• 2.5 Language Learning Strategies in EMI 28
• 2.6 Language Learning Anxiety in EMI 31
• 2.7 Summary 33
• Chapter 3. Methodology 36
• 3.1 Overall Research Design and Rationale 36
• 3.2 Research Questions 38
• 3.3 Participants and Setting 40
• 3.4 Research Instruments and Ethical Considerations 40
• 3.5 Data Collection and Data Analysis 42
• Chapter 4. Two Empirical Studies 45
• 4.1 Study 1: Multilingual Instruction Increases Linguistic Challenges in EMI 45
• 4.1.1 Purpose of Study 1 45
• 4.1.2 Research methods 47
• 4.1.2.1 Participants 47
• 4.1.2.2 Instrument 48
• 4.1.2.3 Data Collection and Analysis 50
• 4.1.3 Results 52
• 4.1.4 Discussion 62
• 4.1.4.1 Research Question 1: The Main Linguistic Challenge 62
• 4.1.4.2 Research Question 2: Effects of English Proficiency 65
• 4.1.4.3 Research Question 3: Effects of Degree Level 66
• 4.1.4.4 Instructional Language Balance in EMI 67
• 4.1.5 Conclusion 70
• 4.2 Study 2: Predictors of Linguistic Challenges 71
• 4.2.1 Purpose of Study 2 71
• 4.2.2 Research Methods 73
• 4.2.2.1 Participants 73
• 4.2.2.2 Instrument 75
• 4.2.2.3 Data Collection and Analysis 77
• 4.2.2.4 Rationale for Mediation Analysis 78
• 4.2.3 Results 79
• 4.2.3.1 Descriptive Analysis of Linguistic Challenges 79
• 4.2.3.2 Predictive effects of language proficiency, learning strategies, attitudes toward L1 use, and language anxiety in relation to linguistic challenges 81
• 4.2.3.3 The Mediating Effect 85
• 4.2.4 Discussion 90
• 4.2.4.1 Research Question 4: Linguistic Challenges in EMI Courses 90
• 4.2.4.2 Research Question 5: Predictors of Linguistic Challenges 93
• 4.2.4.3 Research Question 6: Mediating Roles of Anxiety and Proficiency 96
• 4.2.5 Conclusion 99
• Chapter 5. General Discussion 101
• 5.1 Patterns of Linguistic Challenges 103
• 5.2 Comparative Effects of Language Proficiency 105
• 5.3 Effects of L1 Use Across Contexts 107
• 5.4 Roles of Learning Strategies, Language Anxiety, and Mediating Mechanisms 109
• 5.5 Summary of the Comparative Discussion 111
• Chapter 6. Conclusion 114
• 6.1 Implications 114
• 6.1.1 Theoretical Implications 114
• 6.1.2 Practical Implications 115
• 6.2 Limitations and Suggestions for Future Studies 118
• 6.3 Conclusion 121
• References 126
• Appendices 145
• Appendix 1 Sample Questionnaire for Study 1 145
• Appendix 2 Measurement Scales Used in Study 2 148