With the increasing implementation of English-medium instruction (EMI) courses in South Korean universities, Chinese graduate students face significant linguistic challenges, particularly in listening and speaking. This study explores these challenges through qualitative research, employing semi-structured interviews with four Chinese graduate students at a Korean national university. The findings indicate that difficulties in understanding specialized vocabulary and diverse pronunciations significantly hinder students’ listening comprehension while speaking challenges arise from the difficulty of academic presentations. Many students rely on their first language (Chinese), while those proficient in a third language (Korean) also utilize it in EMI courses. The study also reveals a misalignment between university admission criteria and students’ English proficiency, underscoring the need for improved institutional support, such as tutoring programs and speaking practice opportunities. These findings highlight the importance of addressing linguistic challenges in order to enhance international students’ learning experiences and ensure their success in EMI programs. (Jeonbuk National University)