Business English Students’ Experiences and Perceptions of English-Medium Instruction in China: Benefits, Challenges, and Corresponding Support

English Medium Instruction (EMI) has experienced rapid expansion in recent decades. Previous research has explored the perceived advantages and challenges of EMI courses among students in some contexts. However, the specific English language experiences of Chinese students in EMI courses, especially those enrolled in Business English programs, remain underexplored. Despite the provision of English for Academic Purposes (EAP) courses to help address students’ linguistic hurdles in EMI programs, many EMI students continue to face language-related difficulties. This qualitative study, conducted at a university in eastern China, sought to uncover (a) Business English undergraduates’ perceptions of English language advantages and challenges in EMI courses and (b) their preferred English language support mechanisms for addressing EMI-related language challenges. Qualitative data, derived from online open-ended questionnaires and semi-structured interviews, underwent thematic analysis. Findings indicated that students commonly perceived improvements in their English reading, communicative abilities, and lexical knowledge through the EMI courses. However, four main English language challenges linked to their EMI courses were identified: comprehending instructors’ English speech, timely completion of English reading tasks, expressing ideas in English during class, and understanding academic writing conventions and expressions. Students expressed a need for additional language support at both the teacher and program levels, with a particular emphasis on Business-specific language support. Informed by the study’s findings, five actionable and evidence-based suggestions for policymakers, program directors, and EMI instructors were provided to improve students’ linguistic experiences and strengthen the overall quality of EMI programs. Limitations and recommendations for future research are also discussed.