With the rise of English as the language of global communication, English is increasingly being adopted as the Medium of Instruction (EMI) in countries where it is not the first language. When implementing EMI, a primary concern is students' lack of English proficiency and the impact this has on teaching content (Bradford, 2016; Hu & Lei, 2014; Kim, Kim & Kweon, 2018; Macaro et al., 2018). One country where EMI has been widely adopted across both secondary and higher education is Lebanon. While research has documented Lebanese EMI instructors' perceptions of their students' proficiency and their perceived role in the classroom, research into Lebanese EMI students' academic writing proficiency remains limited (Khachan & Bacha, 2012). The present study seeks to build on this research by examining the challenges Lebanese EMI students face when writing for academic purposes through an analyses of students' assignments in a discipline course and triangulating them with teachers' perceptions of students' writing challenges. This comparison revealed that the instructors' perceptions aligned with students' performance on two of the three perceived challenges noted in the interviews. These conclusions may serve to inform EMI policy and curriculum design by reconciling instructors' perceptions with the reality of their students’ linguistic proficiency and learning needs.

随着英语作为全球交流语言的兴起，英语在并非母语的国家中越来越多地被用作教学语言（EMI）。在实施EMI时，主要关注的是学生英语水平的缺乏及其对教学内容的影响（Bradford，2016; Hu＆Lei，2014; Kim，Kim＆Kweon，2018; Macaro et al。，2018）。黎巴嫩是在中学和高等教育中广泛采用EMI的一个国家。虽然研究已经记录了黎巴嫩EMI老师对学生的熟练程度及其在课堂上的作用的看法，但对黎巴嫩EMI学员的学术写作能力的研究仍然有限（Khachan＆Bacha，2012）。本研究旨在通过分析学科课程中学生的作业，并用教师对学生写作挑战的理解来对黎巴嫩EMI学生进行学术写作时所面临的挑战进行检验，从而以此研究为基础。这种比较表明，在访谈中提到的三个感知挑战中的两个挑战中，教师的看法与学生的表现保持一致。这些结论可通过使讲师的理解与学生的语言能力和学习需求的现实相协调来为EMI政策和课程设计提供信息。写作挑战。这种比较表明，在访谈中提到的三个感知挑战中的两个挑战中，教师的看法与学生的表现保持一致。这些结论可通过使讲师的理解与学生的语言能力和学习需求的现实相协调来为EMI政策和课程设计提供信息。写作挑战。这种比较表明，在访谈中提到的三个感知挑战中的两个挑战中，教师的看法与学生的表现保持一致。这些结论可通过使讲师的理解与学生的语言能力和学习需求的现实相协调来为EMI政策和课程设计提供信息。