Abstract
Traversing the complexities of learning in a second language, senior high school students face unique challenges that shape their educational journey. This study dives into their stories, shedding light on their struggles and triumphs. This study explores the experiences of senior high school students in English as a Medium of Instruction (EMI) courses, focusing on their daily lives and personal contexts. The research was conducted among senior high HUMSS students at Upper Katungal National High School in Tacurong City to understand how students navigate their academic and social environments while learning English. Using a transcendental phenomenological research design, the study collected comprehensive data through interviews, questionnaires, and thematic data analysis. The findings revealed seventeen significant emerging themes: emotional distress, language proficiency challenges, socio-economic factors, support strategies, and resilience. These themes highlight students' multifaceted challenges and determination to overcome them. The study underscores the need for targeted support and interventions to help students enhance their language skills and succeed in EMI courses. By understanding the students' experiences, educators can create more effective learning environments that address academic and emotional needs, ultimately fostering better educational outcomes.
