Abstract
English Medium Instruction (EMI) has spread far and wide in recent years, becoming a prominent feature of higher education globally. One area of research is devoted to exploring how students cope with the transition to EMI university programmes. The present study traces the academic literacy challenges of 40 1st year EMI social science students during their initial 14-week academic writing preparatory course at a university in Japan. A mixed-methods approach was used to chart changes in student perceptions of academic literacy challenges via questionnaires, interviews, and written journals. No significant change was discernible in student perceptions of academic writing difficultiesover the semester. However, different patterns of fluctuation for different groups of students were evident, with beliefs about the challenges of developing academic literacy strengthening and weakening over the semester. Qualitative content analysis revealed that the transition towards academic literacy was a demanding one. Students felt unprepared for the demands of academic writing, given the high-stakes exam focus of high school English curricula in Japan. The study underlines the importance of EMI support provision focused on discipline-specific language and academic literacy development.
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