The flip side of the flipped classroom model: A study of EFL learners’ hindrances

Flipped Classroom Model is reported in research studies to bring numerous benefits learners comparison conventional, teacher-dominated language pedagogy. However, some researchers believe that most of the FCM success stories are anecdotal and based on hearsay. The present study investigates efficacy teach English as a foreign Saudi Arabian context. In quasi-experimental study, selected group twenty students was taught through conventional well approaches. Marks obtained by control treatment participants were compared t-test applied mark significance difference, if any. findings showed significant difference (t = 3.889; at α =.001; df 38, two-tailed test) between marks same using different Participants performed better under lesson delivery approach. concludes teaching practice unsuitable for EFL learners, especially with teacher-intensive elements, such reading writing.
 Keywords: Classroom, pedagogy, comprehension, strategies, TEFL