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Description
English Medium Instruction (EMI) courses necessitate a different set of teaching and learning skills compared to courses in the native language, particularly in English as a foreign language contexts. Factors such as English language proficiency tend to influence interactions between the instructor and students and may induce foreign language anxiety. This is often the case in graduate-level courses, which tend to be smaller and more intimate than undergraduate courses. In this context, the present study explores the experiences of Korean and Chinese graduate students enrolled in an EMI course in Korea. Data were collected through a narrative inquiry approach to elicit perceptions of 11 participants. An NVivo analysis revealed several recurring themes. Participants were highly aware of their English proficiency and expressed anxiety about being judged by the instructor and peers. They reported low confidence, high pressure, and a strong desire to improve their English ability. Several responses indicated the positive role of supportive feedback and encouragement from the instructor and peers. Overall, the findings suggest that graduate students perceive EMI courses as both an opportunity for growth and a source of stress. Pedagogical implications suggest that graduate-level EMI courses should foster low-anxiety and support to enhance student engagement.