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The study documents challenges faced by teachers implementing FCM in EFL/ESL classrooms through an end-of-term survey using questionnaires and semi-unstructured interviews. 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(2022) . Implementation of FCM Approach: Challenges Before Teachers and Identification of Gaps. Contemporary Educational Technology, 14(4), ep394. [https://doi.org/10.30935/cedtech/12581](https://doi.org/10.30935/cedtech/12581)  \nARTICLE INFO ABSTRACT  \n\n| Received: 3 Sep 2022\u003Cbr>Accepted: 23 Oct 2022 | FCM is a new approach to lesson delivery in most of the developing world, and neither the (higher education) system, nor the teachers and learners are prepared and well-equipped to handle the demands of the approach. The present study was conducted to document the challenges before teachers implementing FCM in EFL/ESL classrooms. The study was conducted as an end-of-term survey using questionnaires and interview techniques for data collection. The questionnaire was comprised of statements on methods, materials, mode of delivery, and feedback to learners, while the semi-unstructured interviews were meant to gather a narrative account of teachers’ experiences in implementing FCM approach to language teaching. 50 university teachers from Saudi Arabia were surveyed for the study. The obtained results present a picture of difficulties before ESL teachers in implementing FCM. The majority of the participants (mean=49.8) opine that they face one or the other challenge when they use FCM approach in ESL classrooms. Roughly one third (mean=31.6) of the participants expressed that they do not face any challenges in implementing FCM. In the semi-structured interview sessions, the teachers expressed their dissatisfaction with the approach, and said they are generally illequipped to deliver lessons and address feedback issues effectively.\u003Cbr>Keywords: flipped classroom, teaching challenges, survey study, learner achievement, in-class activities, out-of-class activities |\n| --- | --- |\n| INTRODUCTION |  |\n\nResearch Background  \nThe primary question that drives the present study is what is the pedagogical difference between FCM and conventional teaching that is responsible for teachers’ challenges reported in some research studies on the topic?  \nFCM is touted as the future of pedagogy in every field and course, including foreign language teaching, and the contemporary research studies in language teaching experimenting with FCM approach have lauded the model as the harbinger of unprecedented success in the foreign language classroom (e.g. Andujar et al., 2020; Chen et al., 2017; Chyr et al., 2017; Gough et al., 2016; Ha et al., 2019; Hsieh et al., 2017; Hsu, 2018; Johnston, 2017; Long et al., 2016; Nantha et al., 2022; Wilson, 2013) report that teachers perceive FCM facilitating student achievement and saving class time. However, since FCM is a major shift from the conventional mode of teaching, the approach needs clarity on a few interrelated aspects that may function as major determinants in student success in FCM classrooms. First of all, the approach is primarily technology centered, which, obviously, requires additional technical knowledge to handle certain issues, owing to which many language teachers feel they have an extra obligation to fulfil. All the aspects of foreign language teaching through FCM–content, production of teaching materials, content delivery, idea exchange with learners,  \nfeedback, assessment/evaluation, etc.–are technology-based, and require that language teachers are equally proficient in handling technical issues to carry out their jobs effectively (Digital","cbCaijqZA9qvZ2K2","https://ap.wps.com/l/cbCaijqZA9qvZ2K2","pdf",223071,"English","# Article Info\n## Abstract\n## Introduction\n## Research Background\n## Research Problem","[{\"question\":\"What challenges do teachers face when implementing FCM in EFL/ESL classrooms?\",\"answer\":\"The study documents difficulties reported by ESL teachers, including dissatisfaction with the approach and issues related to preparedness and feedback handling.\"},{\"question\":\"How was the study conducted to identify teachers’ challenges?\",\"answer\":\"An end-of-term survey collected data using questionnaires and semi-unstructured interviews to capture teachers’ experiences with FCM.\"},{\"question\":\"What did the survey results indicate about participants’ experiences?\",\"answer\":\"Most participants reported facing at least one challenge when using FCM in ESL classrooms, while roughly one third reported no challenges.\"}]","Implementation of FCM Approach - Challenges Before Teachers and Identification of Gaps | PDF",1792090181,25]