This study explores the perceptions of Chinese engineering-major students towards their English learning experience after taking a mandatory English composition course in an EMI college. The investigation centers on first-year students’ perceptions of transitioning to EMI, with a focus on how the composition course has assisted students’ transition as a primary language support. Data were collected through a metaphor elicitation technique in which students expressed their perceptions of English learning, complemented by a thematic analysis of 86 reflection essays on the composition class. An analysis of the 334 metaphors identified students’ enhanced confidence in English, the importance of the English-using environment, positive views of learning communities, and increased agency in the learning process. It also revealed that many students were stressed and unaware of learning strategies, therefore suggesting institutional-level language support. One implication is to promote the culture of the learning community. The findings can be particularly useful for programs that are implementing language support for non-English major students.

1. INTRODUCTION
2. LITERATURE REVIEW
3. METHODOLOGY
    3.1. Participants and Setting
    3.2. Data Collection and Analysis
4. FINDINGS
    4.1. Perceptions of Learning English in High School
    4.2. Comparison of Perceptions in High School and EMI
    4.3. Perceptions of the Mandated English Composition Course
5. DISCUSSION
6. CONCLUSION

• Yoo Young Ahn(Lecturer, Language Education Center, Chonnam National University; Yongbong-ro 77, Changjokwan 302-2, Gwangju 61186, Korea)