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Prior research has focused on English as the medium of instruction (EMI) classes as a means of increasing language competency and motivation. However, studies have yet to examine the use of students' given names by instructors in EMI classes in Korea. This manuscript investigated EMI classes taught by foreign faculty across several academic fields to learn about student attitudes towards the use of their given name in class and if instructors' knowledge and use of students' given names influence student engagement and satisfaction in order to better EMI teaching and learning environments. Students' perception of encouragement, satisfaction with lecturer care, use of their given name, and English skills were all significant when students believe instructors learn and then use their given name in class. On the whole, use of students' given names was highly valued by students in EMI classes. Results, pedagogical implications, and suggestions for follow-up studies are discussed. [ABSTRACT FROM AUTHOR]