Abstract The study reported in this article investigated the linguistic challenges that students face at an English medium instruction (EMI) university in Turkey. The aims of the study were (1) to describe the challenges that students experience in their EMI classes; (2) to investigate how these challenges vary according to individual student characteristics; and (3) to validate a research instrument designed to explore academic language-related challenges in EMI contexts. Data were collected from undergraduate students (N = 498) using an online questionnaire, which had a structure based on challenges with respect to reading, writing, speaking, and listening. The analysis revealed that students found writing and speaking to be the most challenging areas in their EMI classes. The study also found significant differences in the challenges reported by students with respect to academic discipline, L1 background, prior EMI experience, and the type of exam taken to meet the university’s language proficiency requirements. Implications are discussed with respect to EAP support for students and L2 proficiency entry requirements for EMI programs.

中文翻译：

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英语中等大学的学术语言相关挑战

摘要 本文报道的研究调查了学生在土耳其英语中等教育 (EMI) 大学面临的语言挑战。该研究的目的是 (1) 描述学生在 EMI 课程中遇到的挑战；(2) 调查这些挑战如何根据个别学生的特征而变化；(3) 验证旨在探索 EMI 环境中与学术语言相关的挑战的研究工具。使用在线问卷从本科生 (N = 498) 收集数据，该问卷的结构基于阅读、写作、口语和听力方面的挑战。分析显示，学生发现写作和口语是他们的 EMI 课程中最具挑战性的领域。该研究还发现，学生所报告的挑战在学科、L1 背景、先前的 EMI 经验以及为满足大学的语言能力要求而参加的考试类型方面存在显着差异。讨论了对学生的 EAP 支持和 EMI 课程的 L2 熟练程度入学要求的影响。