Korean English medium instruction (EMI) classes aim to foster active discussions and communicative interactions in English between instructors and students. However, many Korean students in these classes struggle due to their limited English proficiency. This paper examines the challenges faced by Korean EFL students in EMI environments, highlighting the necessity for support in both English and their native language to facilitate effective learning. It also identifies teaching strategies that have proven effective in helping these students navigate language barriers. The findings indicate that participants had difficulty developing their writing skills for assignments in EMI settings and encountered limited opportunities to communicate their understanding of course material with instructors. To address these challenges, it is important to assess students’ language skills and find a balance between Korean and English. Implementing flexible teaching methods can enhance the learning experience, making it more effective and supportive. By providing multiple approaches to learning, such as interactive activities or peer support, learning gaps can be bridged and overall educational outcomes enhanced.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. English Proficiency Barriers in EMI Learning
    2.2. Necessity of Language Intervention in EMI
    2.3. Pedagogical Approaches
3. METHODOLOGY
    3.1. Research Design
    3.2. Participants
    3.3. Data Collection Site/ EMI Setting
4. FINDINGS AND DISCUSSIONS
    4.1. Various EMI Experiences
    4.2. Language Proficiency Issues
    4.3. Challenges of Comprehensive Understanding in EMI
    4.4. Navigating Challenges: Strategies for EMI Learning Efficacy
5. CONCLUSION
REFERENCES

• Hyunjung Lee(Lecturer, Kunsan National University, 558 Daehak-ro, Gunsan-si, Jeollabuk-do 54150, Korea)