Multilingual Graduate Students' Perceptions of English Medium Instruction: A Qualitative Study

This study explores the perceptions of multilingual graduate students enrolled in EMI programs at a South Korean university. Based on the semi-structured interviews based on five students of diverse linguistic and cultural backgrounds, this paper used thematic analysis to focus on how EMI affects multilingual graduate students. The findings show that the students revealed a higher degree of proficiency in English in academic life and confidence in using English. They set value on access to global resources with diverse perspectives. However, other problems like expressive constraints, cognitive exhaustion, and academic writing difficulties were also registered by the participants. These findings explain the dual position of EMI, which confirms its ability to transform, but insists on the significance of institutional help, scaffolding, and inclusive pedagogy. The research suggests that EMI is to be implemented to achieve a significant outcome of the learning process.