This study investigated the use of digital story strategy in teaching Islamic education on achievement and how it affects the development of moral thinking. The quasi-experimental design was implemented as a methodology and the sample included of (60) students from the fourth grade from Abdul Rahman bin Awf School in Abha. The results showed that there are statistically significant differences at the significance level (α ≤ 0.05) between the average responses of students in the two groups in the test. The experimental group performed better than the control group. The findings also showed that there are statistically significant differences at the significance level (α ≤ 0.05) between the average responses of students in the two groups (experimental and control) in the moral thinking scale and favour of the experimental group.

This article delves into the controversial practice of utilizing a student’s first language (L1) as a teaching resource in second language (L2) learning environments. Initially, strategies such as code-switching/code-mixing and translanguaging were considered signs of poor linguistic ability. There was a strong push towards using only the target language in foreign language education, aiming to limit the first language’s interference and foster a deeper immersion in the new language. However, later research has shown the benefits of incorporating the first language in bilingual education and language learning processes. It’s argued that a student’s knowledge in their native language can actually support their comprehension of a second language, suggesting that transferring certain linguistic or conceptual knowledge from L1 to L2 can be advantageous. This perspective encourages the strategic use of this knowledge transfer in teaching methods. Moreover, the text points to positive results from various studies on the positive impact of L1 usage in L2 classrooms. These insights pave the way for further exploration into the application of the first language in adult English as a Second Language (ESL)/English as a Foreign Language (EFL) education, particularly regarding providing corrective feedback.

Idiomatic phrase are one of the lexical units.Many second-language learners showing great enthusiasm for using idiomatic expressions because of the rich cultural factors inherent in them and the vibrant,hilarious language that is close to life-like.However,  the idiomatic terms are so complicated that they frequently cause foreign learners to struggle with learning and comprehending Chinese.With its own advantages, the idea of lexical chunks has the potential to be a game changer in the teaching of idiomatic.

University majors are the core sub majors of education majors, and the OBE concept is a modern educational concept based on learning outcomes. Apply the OBE concept to undergraduate courses to cultivate students' professional practical abilities and scientific research innovation qualities. This article is based on the educational concept of OBE and attempts to examine and reform university curriculum teaching, mainly starting from four aspects: curriculum content, teaching methods, curriculum assessment and evaluation methods, and teacher quality.

Both China and Korea have a rich culture of Chinese New Year, and there are similarities and differences between the customs of the two countries. The festival culture, as the essence of a country's culture, not only reflects the cultural connotation of the whole nation , but also reflects people's living standard to a certain extent. This paper discusses the similarities and differences of Chinese and Korean Spring Festival culture through a comparative analysis of Chinese and Korean Spring Festival culture, and proposes strategies for teaching Chinese Spring Festival culture in Chinese to Korean in order to help people better understand and pass on Chinese and Korean Spring Festival culture.

This article examines migration as a complex social phenomenon using innovative pedagogical tools such as Story Maps and virtual ethnography. the study focuses on how these tools enhance the learning process by integrating Paulo Freire’s critical pedagogy. Original empirical data was collected from student feedback and reflective exercises, demonstrating enhanced critical thinking and engagement. The study also highlights the challenges posed by technological access inequalities, emphasizing the need for equitable solutions.