Non-Native English-Speaking Professors’ Experiences and Perceptions of English-medium Instruction: A Focus Group Interview Study

This qualitative study employed a focus group methodology to explore the experiences and perceptions of English-medium instruction(EMI) among non-native English-speaking Korean professors. Nineteen Korean professors, specializing in social sciences(business, economics, or political science), participated in a focus group interview. They held Ph.D. degrees from English-speaking countries and shared experiences of EMI. During the focus group discussions, they reported that the advantage of EMI was their ability to convey professional knowledge in English, which was the language in which they acquired it. However, they also expressed that EMI lectures made them feel nervous, particularly due to discomfort with unexpected, spontaneous questions. Key challenges identified included limited interactions with students, a lack of jokes during lectures, and the students' varying levels of English proficiency. To enhance EMI effectiveness, the participants recommended policies that tailor EMI course assignments based on professors