Curriculum and classroom challenges in teaching viewing comprehension skills to high school students

Viewing comprehension skills are essential and macro elements of second language learning.However, the connoted passivity of viewing activities has resulted in the lack of research and contextualized curriculum, pedagogical strategies, materials, assessments, and training programs in viewing comprehension skills.Hence, despite its relevance in instructional languages, research on and teaching viewing comprehension skills are inclined to focus only on viewing activities that promote recalling or rememberinglevel competencies.Moreover, most viewing tasks are perceived and used as mere springboards to learn other language skills, despite the essence of viewing skills in today's multimodal learning.In most studies, viewing skills are often overlapped with listening and reading skills.Thus, this qualitative meta-analysis aims to examine relevant studies to analyze curriculum and classroom challenges in teaching viewing comprehension skills to identify methods and materials that will emphasize productive, appropriate, and differentiated viewing comprehension skills teaching.