Storytelling plays a vital role to impart a nation’s tradition, cultural beliefs and history to future generation. It is frequently used for the purpose of sharing or exchanging information as it enables the messages to be conveyed to the audience easily. Storytelling acts as a tool of human social interaction and is commonly used in education for learning, explaining and entertaining. Due to the learning effectiveness brought up by storytelling, this study is aimed to compare and differentiate the feasibility of traditional storytelling and multimedia storytelling in motivating and leveraging the non‑native novices’ learning of Chinese idioms. A total of 83 non‑native novices who have attended the Chinese as Foreign Language Course in a local private university of Malaysia were selected as the research sample and divided into two groups. 43 participants were placed in the experimental group and studied the Chinese idioms with a developed multimedia storytelling prototype (MSP), whereas the other 40 participants in the conventional teaching group learned the new knowledge through traditional storytelling. A Chinese idiom test and survey questionnaires were distributed to the non‑native novices to examine their learning achievement and preferences towards the learning approaches. Results showed that the students in the experimental group scored higher and had greater satisfaction towards the Chinese idiom learning than the learners from the conventional group.

The introduction of technologies into the teaching and learning environment has implied changes to the way education plays out in an e‑Environment. Previous research has highlighted the many barriers and challenges in integration technology into teaching and learning. Technology is said to be underutilised. However there are studies that have identified that teachers are using technology in their work. Little is known about the extent of this use of technology. Accordingly less is known about teachers’ e‑Learning practices. This paper seeks to highlight the patterns in teachers’ e‑Learning practices. Using a blend of inductive and deductive techniques data was collected from a sample of teachers known to be using technology in their work. The study was framed by the: (i) Development in use and stages of teaching and learning with technologies (UNESCO) and (ii) Technological skills developmental levels (DoE). The data from the study has highlighted patterns in the use and practice of technology integration in school education. These patterns could be mapped to continuums of use and practice. It has been found that teachers used technology for a variety of purposes: personal, administration, teaching and learning at different frequencies and at varying levels of intensity. Teachers were found to use technology for e‑Teaching and e‑Learning progressively and in ways that was aligned to their comfort zones. The way teachers’ used technology was found to be progressive from simple to innovative.