作为已被认可的世界语言，英语已成为国际化高等教育机构的重要因素。对于位于非英语国家的机构而言尤为重要。因其可以提升全球大学排名，促进与外国科研及教育机构的合作，并吸引多元化的国际学生群体的特性，英语作为教学媒介（EMI）作为非英语地区学校国际化的一种手段已经备受重视。最近，中国大学为国际学生量身定制 的EMI项目数量激增。尽管现有研究关于中国大学的国际学生主要限于使用中文或双语教学媒介的学生群体，但本研究旨在关注来自EMI项目的国际学生视角。因此，本研究主要专注于调查国际学生在中国大学EMI项目中的视角、动机、挑战、以及期望的改进。实验数据通过半结构化面谈收集，基于主题分析方法对数据进行了分析。共访谈了代表两所知名中国大学的九名国际学生。NVivo12软件协助系统性编码访谈的回答。研究显示，大多数国际学生之所以选择在中国学习，主要是因为中国就业市场提供了有吸引力的职业前景；同时通过奖学金项目提供了自己选择的学科有使用英语学习的机会。然而，研究发现EMI项目存在一些难点，主要集中在与非英语母语者面临的语言相关的障碍上。这些困难还影响了国际学生与行政系统沟通联系以及通过学校网站和图书馆获取学术资源的方面上。同样，国际学生表达了一系列旨在提高EMI项目和学校支持效果的期望：包括建立专门的写作中心、入学前的学术英语培训项目、以及提供学校系统的英语版本以促进无障碍访问。通过与国际学生期望相一致的改进，学校可以显著提高满足国际学生多样化需求的能力。

English language has been recognized as a world language and become an essential factor internationalization of higher education institutions, especially for institutions located in non-English speaking countries. EMI (English Medium Instruction) have gained prominence as a means to internationalization, enhance global university rankings, foster collaborations with foreign institutions, and attract a diverse cohort of international students. Recently, Chinese universities have witnessed a surge in the establishment of EMI programs tailored to international students. While existing research on international students’ perspectives in Chinese universities have been limited to international students in Chinese medium instruction or bilingual medium instruction programs, this study aims to emphasize perspectives from international students in EMI programs. Thus, international students’ perspectives, motivations, challenges, and expected improvements in EMI programs in Chinese universities have been asked. Data was collected through semi-structured interviews, which were based on and applied thematic analysis to analyze the data. A total of nine international students were interviewed, representing two prominent Chinese universities. NVivo 12 software facilitated the systematic coding of interview responses. The findings of this study reveal that the majority of international students were primarily motivated to study in China due to the promising career prospects it offers within the Chinese job market, coupled with opportunities to study their chosen subjects in English through scholarship programs. However, several challenges within EMI programs were identified, with a predominant focus on language-related obstacles for non-native English speakers. These challenges also influenced international students’ contacting the administrative system and accessing academic resources through school websites and library. Similarly, international students expressed a set of expectations aimed at enhancing the effectiveness of EMI programs and institutional support. These expectations encompassed the establishment of dedicated writing centers, pre-enrollment academic English training programs, and the provision of English versions of school systems to facilitate unrestricted access. By aligning these improvements with the expectations of international students, institutions can significantly enhance their capacity to meet the diverse needs of their international student population.