This study explored the dual linguistic challenges experienced by Chinese international students enrolled in English-Medium Instruction (EMI) programs at South Korean universities. Drawing on semi-structured interviews with 20 undergraduate students from two leading private universities in Seoul, this study investigated how students navigate the linguistic demands of studying in English while simultaneously adjusting to Korean as the dominant campus language. The findings revealed that students encounter significant obstacles, including professors’ limited English proficiency, inconsistent classroom language policies, and marginalization in group work and class discussions. Despite these difficulties, many students gradually adapted through self-directed strategies and peer support, ultimately gaining academic and linguistic benefits. Some participants reported enhanced preparedness for further studies in English-speaking countries and developed bilingual competencies. The study highlights the complex realities of EMI implementation for non-Anglophone international students and calls for more transparent language policies, targeted support programs, and inclusive pedagogical practices to promote equitable learning environments.

Abstract
1. INTRODUCTION
2. REVIEW OF LITERATURE
    2.1. EMI in South Korean Higher Education
    2.2. Language Challenges and Sociocultural Adaptation in EMI
3. METHODOLOGY
    3.1. Research Questions
    3.2. Context and Participants
    3.3. Data Collection and Analysis
4. FINDINGS
    4.1. Challenges from Korean Instructors in EMI Classrooms
    4.2. Challenges from a Lack of Dominant Language Proficiencies
    4.3. Benefits of EMI in Hindsight
5. DISCUSSION AND CONCLUSION
REFERENCES
APPENDIX

• Siyan Ding(Ph.D. Candidate in English Education, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul 08826)