Yang Tae-sun. 2013. Implications for EMCs: Based on Students' Perspectives. The Sociolinguistic Journal of Korea 21(3). The purpose of this study was to seek for better ways of implementing and expanding English Medium Courses (EMCs) at a university level through the lens of students. 6 male and 5 female students participated in this study and qualitative and quantitative data collection methods were used, such as journals, interviews, and students' English proficiency and such data were analyzed by a family of codes proposed by Bogdan and Biklen (1992). The results revealed that students generally felt that taking EMCs was beneficial for their future career, so they made an effort in taking EMCs. However, they revealed its downside, which eventually provided some insights on how to make this educational practice successful. First, students should increase their English proficiency to be comfortable in EMCs. Second, professors should refine their language and teaching skills to better serve EMCs. Finally, the university should implement and expand EMCs based on students' readiness for taking and professors' readiness for teaching EMCs. (158 words)

Yang Tae-sun. 2012. University Students' Perceptions about NESPs and NNESPs in EMCs. The Sociolinguistic Journal of Korea 20(2). pp. 291-312. The purpose of this study was to investigate Korean university students' perceptions about NESPs (Native English Speaking Professor) and NNESPs (Non-native English Speaking Professor) in EMCs (English Medium Course) to suggest better ways to implement EMCs in university settings. 100 university students who had an experience in taking EMCs with both NESPs and NNESPs answered the questionnaire and 30 students out of them were also interviewed to consolidate the data. Students expressed that they could benefit from NESPs in the area of language. On the other hand, they thought that they could have more chances to broaden content knowledge with the help of NNESPs. Based on the results of the study, the following suggestions were made for NESPs and NNESPs to implement EMCs in a successful way: NESPs should deepen their knowledge of content areas. NNESPs should use a monitoring service at the university to get comments on their teaching, participate in one-on-one tutoring sessions to practice English with NESPs, participate in meetings to get effective teaching tips from experts, and the university should regularly conduct needs surveys and do ongoing analyses of students' and professors' needs to provide more customized EMCs.