Key points are not available for this paper at this time.
Adopting a qualitative approach, this in-depth study explored the challenges faced by Korean university students in online English-medium instruction (EMI) classes and their responses to the challenges. The analysis of data from interviews, class observations, and documents revealed that students experienced a tradeoff between the conveniences of online EMI conditions and their content and language learning. They also described feeling trapped in a box lacking timely assistance and turning into a bystander in class. The students responded to these challenges by exerting self-help efforts, which involved maintaining a mindset and attitude and adopting learning strategies. Additionally, the students called for efforts to improve course management to better support their online EMI learning. Based on the findings, implications are discussed for enhancing the understanding and implementation of online EMI in higher education. (Korea National University of Education)
Yoon-Kyu Kim (Fri,) studied this question.