The Role of Technology in Teaching English as a Foreign Language

Murodova Zarina Sherali qizi

Uzbek State University of World Languages, English Faculty

Abstract

The increasing integration of technology into education has significantly influenced the methods and outcomes of teaching English as a Foreign Language (EFL). The use of digital tools, online platforms, and interactive applications allows teachers to create engaging and learner-centered environments that enhance communication, motivation, and language acquisition. This research paper examines the impact of modern technology on EFL instruction, explores its advantages and challenges, and provides evidence-based recommendations for educators.

The study is grounded in a review of current research, case studies, and educational frameworks that illustrate how technological innovation can enhance language teaching effectiveness. The findings reveal that technology not only facilitates linguistic competence but also fosters learners’ digital literacy, collaboration, and intercultural awareness.

Keywords: technology, English as a Foreign Language, digital learning, EFL pedagogy, motivation, online platforms, language education.

Introduction

In recent decades, the advancement of digital technologies has profoundly reshaped education worldwide. The emergence of e-learning, artificial intelligence (AI), and mobile-assisted language learning (MALL) has transformed how languages are taught and learned. In English as a Foreign Language (EFL) classrooms, technology plays a crucial role in making instruction more interactive, flexible, and personalized. As English continues to serve as the global language of communication, business, and science, effective EFL instruction is essential for preparing students to participate in an increasingly interconnected world. The integration of technology in EFL teaching aligns with global educational priorities established by UNESCO and the Organization for Economic Co-operation and Development (OECD), which emphasize digital literacy and innovation in learning.

By using digital tools such as Google Classroom, Kahoot, Duolingo, and Quizlet, teachers can diversify instructional strategies and adapt to different learning styles. The relevance of this study lies in analyzing how such tools improve learning outcomes, promote autonomous learning, and enhance both linguistic and socio-cultural competence.

Literature Review

The pedagogical potential of technology in language education has been widely explored by scholars. Warschauer (2013) emphasizes that the integration of computers and digital communication fosters learner autonomy and authentic language use. Similarly, Chapelle (2001) highlights that computer-assisted language learning (CALL) environments encourage meaningful interaction and feedback that traditional classrooms often lack. Recent studies extend this discussion to mobile learning and artificial intelligence. According to Kukulska-Hulme (2020), mobile technologies provide flexibility and accessibility, allowing learners to engage in continuous learning beyond the classroom.

Reinders and Benson (2021) further argue that digital learning supports self-regulated learning, enabling students to monitor their progress and manage their study habits effectively. The effectiveness of online learning platforms has also been demonstrated through empirical evidence. Research conducted by Al-Mahrooqi and Troudi (2019) found that students using interactive platforms such as Edmodo and Zoom developed stronger speaking and listening skills compared to those using traditional methods.

Moreover, Dudeney and Hockly (2018) stress that technology, when aligned with pedagogical objectives, enhances motivation and engagement by providing multimodal and authentic materials such as videos, podcasts, and virtual simulations. Despite the numerous advantages, some researchers caution against overreliance on digital tools. Beatty (2013) and Stockwell (2022) note that unequal access to technology, limited teacher training, and inadequate digital literacy remain significant challenges. These concerns underline the necessity of balanced integration, where technology serves as a supplement—not a substitute—for effective pedagogy.

Methodology

This research is based on a qualitative analysis of secondary data from academic journals, institutional reports, and empirical studies conducted between 2018 and 2024. The main method of investigation includes comparative analysis, synthesis, and critical review of existing literature. The selected materials were analyzed to identify patterns and outcomes related to technology-enhanced EFL teaching.

Additionally, observational data from various educational contexts were reviewed to assess the implementation of digital platforms such as Google Classroom, Kahoot, Duolingo, Quizlet, and YouTube in EFL instruction. The analysis focuses on how these technologies contribute to skill development in reading, writing, listening, and speaking, as well as how they foster motivation, collaboration, and intercultural communication.

Findings and Discussion

1. Pedagogical Benefits of Technology Integration Technology transforms EFL instruction by making learning interactive and student-centered. Multimedia tools such as videos, podcasts, and animations appeal to multiple learning styles, helping students visualize linguistic patterns and cultural contexts. Interactive quizzes and gamified learning elements increase motivation and engagement.

Online tools like Kahoot and Quizlet allow immediate feedback, enabling learners to assess their performance and teachers to monitor progress effectively. Google Classroom enhances communication between teachers and students, facilitating the submission of assignments, peer feedback, and collaborative projects. Furthermore, platforms such as Duolingo and BBC Learning English provide opportunities for self-paced learning, allowing students to practice anytime and anywhere.

2. Development of Learner Autonomy and Digital Competence Technology empowers learners to take control of their own learning process. Autonomous learning is supported through self-access platforms, language apps, and online communities where learners exchange ideas and practice communication. This approach aligns with constructivist theories of learning, which emphasize active engagement and self-discovery.

Digital literacy—an essential skill in the 21st century—is simultaneously developed as learners navigate online environments, evaluate information sources, and use digital tools responsibly. Studies by Godwin-Jones (2021) confirm that digital competence strengthens learners’ ability to participate effectively in academic and professional contexts.

3. Challenges and Limitations

Despite its advantages, integrating technology in EFL classrooms presents several challenges. In many regions, limited internet access, outdated infrastructure, and insufficient teacher training hinder effective implementation. Teachers may also face difficulties in designing pedagogically sound lessons that integrate technology meaningfully.

Another concern is the potential decline in interpersonal communication if digital tools replace, rather than complement, face-to-face interaction. Maintaining balance between technology and traditional pedagogy is therefore essential. Training programs that improve teachers’ digital skills and pedagogical awareness are necessary to ensure optimal use of technology in the classroom.

Conclusion

Technology plays an indispensable role in modern EFL pedagogy, offering new opportunities to improve language acquisition, learner motivation, and teaching efficiency. When implemented thoughtfully, digital tools enhance interaction, personalization, and learner autonomy. However, successful integration requires careful planning, continuous teacher training, and equitable access to technological resources. The synergy between traditional teaching methods and innovative technologies produces the most effective outcomes. As the global demand for English proficiency continues to grow, the ability to use technology intelligently and creatively in language education becomes not just a pedagogical advantage but a necessity for the future of education.

References

Al-Mahrooqi, R., & Troudi, S. (2019). Using Technology in EFL Classrooms to Enhance Speaking Skills. International Journal of English Language Education, 7(2), 45–63.Beatty, K. (2013). Teaching and Researching Computer-Assisted Language Learning.Routledge.Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition. Cambridge University Press.Dudeney, G., & Hockly, N. (2018). How to Teach English with Technology. Pearson Education.Godwin-Jones, R. (2021). Emerging Technologies in Language Learning and Teaching. Language Learning & Technology, 25(2), 1–13.Kukulska-Hulme, A. (2020). Mobile-Assisted Language Learning (MALL): Current Trends and Future Prospects. ReCALL, 32(2), 233–252.Reinders, H., & Benson, P. (2021). Researching Autonomy in Language Learning. Palgrave Macmillan.Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.Stockwell, G. (2022). Technology and the Language Learner: A Longitudinal Perspective. TESOL Quarterly, 56(1), 27–46.Warschauer, M. (2013). The Role of Technology in Teaching English. TESOL Quarterly, 47(4), 825–836.

My name is Zarina Murodova. I was born on January 13, 2007, in Narpay district, Samarkand region, Uzbekistan. There are five members in my family. I received my primary education at School No. 21.Currently, I am studying at the Uzbekistan State World Languages University, majoring in Philology and Teaching Languages (English Language).In my free time, I enjoy playing hockey, practicing karate, reading books, drawing, and organizing events. These activities help me relax and develop myself. In the future, I aspire to become one of the leading specialists in society and contribute to the prosperity and development of my country.

MEMORIES GROW OUT OF THE CRIES OF BIRDS

I love white-faced Kazan,

whose feet

are washed by life-giving waters,

a Kremlin kissed by snow

still fragrant with autumn foliage

and the proliferation of the squares

like passionate farewells,

and the freckled houses

under the manes of silver poplars,

and the devout luminescence

of city streetlamps,

and people

grandly carrying their past

and the cries of birds

from which grow –

our memories.

Olga Levadnaya, Russian visionary poet, world-famous public figure, Honored Worker of Culture of the Republic of Tatarstan, laureate of more than 20 republican, all-Russian, international literary awards, member of republican, Russian and international literary unions, author of 17 books of poetry and prose published in Russian, English, Tatar, Turkish, translated into 14 languages, author of more than 500 publications in magazines, anthologies in Russia and abroad, participant in numerous festivals, conferences, readings, member of the Assembly of the Peoples of the World, Ambassador of Peace, European Poetry, poetry of International Literature ACC Shanghai Huifeng (Shanghai, Huifeng), Department of Arts and Cultures, Plenipotentiary Representative for Culture in Russia of the Republic of Birland (Africa), literary consultant of the Academy of Literature, Science, Technology of Shanxi, the Zhongshan Poets’ Community (China), honorary founding member of the World Day of K. Cavafy (Greece, Egypt), coordinator of the International Literary Festival in Russia “Woman in Literature” (Mexico), creator and director of the International Music and Poetry Festival “Handshake of the Republics”, the Forum-Battle “Tournament of Poets and AI. RR”, the International TeleBridge RR, the International Youth Music and Poetry Competition-Festival “On the Fairytale Shore of Kazanka” based on the works of Olga Levadnaya, artistic director of the Kazan Poetic Theater “Dialogue”.

American Girlfriend versus American Art

Bare skin is something. It is not rouge.

It is not the color of green weeds.

It is not the color of something

light blue like something

ghastly or eerie or strange.

It is a masterpiece without paint.

It does not resemble an alien’s skin.

What one sees in a filmed invasion.

What humans kill and cover in dust.

When the science fiction movie ends.

You are not a masterpiece, thank God.

Our museum is in your bedroom. 

Our movie screen is in my bedroom.

You said, “I don’t wear make-up.”

I fell in love. I know I will never touch

a painting in a museum. 

I never wanted to.

But you, you are the Guide . . .

                           

Alexandr Feinberg is one of the Best Uzbek Poets

Kaljanova Gulmira         

EFL teacher of Uzbekistan State World Language University                               

Olimova Shahina Botirjon qizi 

Student of Uzbekistan State World Language University

Abstract: Alexandr Feinberg is a national poet, connector of Uzbek and Russian literature. The poet wrote not only about Uzbek culture, nationality and history but also the personality and character of the Uzbek people. Because of his importance, his poems became popular among other nations. He translated Uzbek poems and novels that helped Russian people to get to know Uzbek literature.

Аннотация: Александр Файнберг – народный поэт, связующее звено узбекской и русской литературы. Поэт писал не только об узбекской культуре, национальности и истории, но и о личности и характере узбекского народа. Благодаря своей значимости его стихи стали популярными среди других народов. Он переводил узбекские поэмы и романы, что способствовало знакомству россиян с узбекской литературой.

Annotatsiya: Aleksandr Faynberg — xalq shoiri, oʻzbek va rus adabiyotining bogʻlovchisi. Shoir nafaqat o‘zbek madaniyati, millati, tarixi, balki o‘zbek xalqining shaxsiyati va xarakteri haqida ham yozgan. Ahamiyati tufayli uning she’rlari boshqa xalqlar orasida mashhur bo’ldi. U rus xalqining oʻzbek adabiyoti bilan yaqindan tanishishiga xizmat qilgan oʻzbek sheʼr va romanlarini tarjima qilgan.Key words: uzbek literature, nationality, connection between literatureКлючевые слова: узбекская литература, национальность, связь между литературами

Tayanch so‘zlar: o‘zbek adabiyoti, millat, adabiyot o‘rtasidagi bog‘liqlik

Introduction: Various measures have been taken in Uzbekistan to preserve the literary heritage of Alexandr Feinberg and perpetuate his name. In 2004, he was awarded the title of People’s Poet of Uzbekistan, and in 1994, the title of Honored Worker of Culture of Uzbekistan was given to him. Additionally, a monument to Alexander Feinberg was erected in recognition of his important practical work to enhance the prestige of our homeland in the international arena and strengthen cultural ties between the Russian and Uzbek people through his work.

Many events, competitions and conferences dedicated to the life of the writer, his creative legacy and his contribution to the spiritual world of our people are being held at UzSWLU. During the events, participants read and discuss Alexander Feinberg’s poems, learn about his life, and analyze his works. Moreover, the university organizes an Alexandr Feinberg stipendium every year to award students for their scientific work. Various events related to Alexander Feinberg are held in the Alley of Writers.

I am drifting, love, far away, Smoke rises from distant fires. A star takes a kiss from you, From this shore, I depart today. Along the river flows the untamed stream, You gaze at the sky — at the birds that gleam. Even the waves seem to feel the pain of parting, As if they embrace each other, softly departing.

Alexander Feinberg, as an Uzbek and Russian poet, won many hearts with his creativity and poetry. He was able to show the nationality and culture of the Uzbek people not only in Uzbek literature, but also in his poems, glorifying the Uzbek people in Russian literature. The immortal creativity of the writer, his works translated and set to music, will live forever in our hearts.

The Importance of Environmental Education in the Development of Society     

Yangibiyeva Iroda                                       

Termez State University Faculty of Foreign Languages  Philology and Teaching Languages: English Language Education Program 

Humanity today is experiencing an era of rapid technological growth and global modernization. The world is changing faster than ever before — but, unfortunately, this development has also led to a growing distance between humans and nature. Forests are being cut down, rivers polluted, and the air filled with harmful substances. These are not just environmental problems; they are the consequences of our attitude toward the planet. In this situation, only one force can change the way we live — environmental education.         

Environmental education is not simply a school subject about plants and animals. It is a philosophy of life that teaches us to live in harmony with nature. A person who receives environmental education learns to see the environment not as a resource to be exploited, but as the very foundation of life. This awareness forms the essence of a sustainable and responsible society.         

For a nation to truly progress, it must develop not only economically, but also morally and environmentally. A citizen with ecological awareness does not litter out of fear of punishment; they act responsibly because they understand that protecting nature means protecting oneself. This is why environmental education should begin from the earliest years of childhood. When a child waters a tree, learns not to waste water, or picks up trash, they are forming habits that will shape their entire worldview.     

In Uzbekistan, environmental education has become one of the key directions of state policy. Projects such as the “Yashil makon” (Green Space) initiative, the introduction of ecology lessons in schools, and youth participation in clean-up campaigns are important steps toward shaping ecological consciousness. These efforts demonstrate that environmental protection is not only the government’s duty — it is a shared responsibility of every citizen.         

The development of society depends on the human factor. And humans can only truly progress when they live in balance with the natural world. Environmental education should therefore be regarded not as an additional branch of science, but as a foundation of national development. A society that understands and respects nature is a society that ensures a stable economy, healthy people, and a sustainable future.         

However, despite these positive steps, environmental indifference still remains one of the main threats to our planet. Plastic waste poisons the seas, fertile soil is disappearing, and climate change is bringing new diseases and disasters. No technology or law can protect the Earth if human beings themselves remain careless. This is why environmental education must become an integral part of culture, family upbringing, and national identity.         

Environmental education changes not only how we think about nature — it changes who we are. It teaches patience, compassion, responsibility, and gratitude. When we plant a tree, save water, or separate waste, we are not just performing simple actions — we are expressing our philosophy of life.         

In conclusion, environmental education plays a decisive role in shaping a responsible and sustainable society. It raises awareness, strengthens the moral foundation of humanity, and gives us the opportunity to leave behind a cleaner and greener world for future generations. We must learn to view ecology not merely as a subject, but as a way of life — only then will true progress be possible, in harmony with nature and with ourselves.

Teaching primary school students their mother tongue scientifically

Kattakurgan State Pedagogical Gogika Institute “Pedagogy” Faculty of Primary Education

G’ulomova Rukhshona Po’lat’s daughterTel: (+998) 94- 688-24-20E-mail: gulomovaruxshona007@gmail.com

Annotation

This article examines the origins and development of mother-tongue teaching methodology in primary education. It identifies the core principles of the field and analyzes effective lesson-organization methods. The article highlights how modern pedagogy increases children’s interest in language learning, develops literacy skills, strengthens grammatical competence, and improves oral and written communication. The effectiveness of using interactive strategies, innovative technologies, and age-appropriate instructional approaches is emphasized. Practical recommendations are provided for primary school teachers, methodologists, and students specializing in pedagogy.

Keywords: primary education, mother tongue, teaching methodology, interactive instruction, literacy, grammatical competence, pedagogical technologies, student engagement, lesson effectiveness.

Introduction

The mother tongue represents the national consciousness, cultural identity, and spiritual heritage of every nation. Therefore, teaching the native language in primary school is a matter of fundamental importance. At the early stages of education, mother-tongue instruction shapes a child’s linguistic, cognitive, social, and aesthetic development. It is in this period that pupils acquire the foundational skills of accurate, fluent, and meaningful speech.

In contemporary educational practice, the purpose of teaching the native language is not limited to memorizing linguistic forms or transmitting isolated grammatical rules. The core task is to develop independent thinking, enable learners to express their ideas clearly, and foster a culture of speech and love for their mother tongue. Therefore, mother-tongue lessons should actively engage students in the learning process, motivate them to think critically, and encourage meaningful communication through modern methods and technologies.

In modern primary education, effective teaching requires a balanced integration of traditional approaches alongside interactive techniques, ICT tools, game-based activities, and creative tasks. Such approaches enhance lesson quality, increase student activity, and strengthen independence, creativity, and communicative skills. Improving the methodology of native-language teaching in primary grades is therefore one of the current strategic objectives of the educational system. Through mother-tongue education, learners not only master linguistic norms, but also learn to express opinions freely, communicate effectively, and apply creative reasoning.

Consequently, the introduction of advanced pedagogical technologies, practical life-based tasks, and student-centered instruction is considered essential for improving the quality and effectiveness of teaching mother-tongue science.

Review of Literature

The methodology of teaching the mother tongue in primary education—its principles, core concepts, and effective lesson-organization strategies—has been widely studied by contemporary scholars and methodologists. Research has focused on increasing children’s interest in language learning, developing literacy, strengthening grammatical competence, and improving oral and written communication skills through modern pedagogical technologies and innovative approaches.

Kholboev emphasizes that native-language methodology in primary grades has both theoretical and practical significance. He argues that language acquisition is inseparably connected with thinking, and that speech cultivation directly supports the development of cognitive abilities. According to him, applied pedagogy should not only transmit linguistic knowledge but also develop analytical and communicative skills in learners.

Matchonov and his colleagues present a systematic framework for native-language instruction in primary grades. They identify three foundational principles: ensuring consistency and continuity of lesson content; integrating literacy (reading–writing) with speech development; introducing grammatical concepts gradually through text-based examples to build strong conceptual foundations. Their studies highlight that active work with texts, interactive exercises, and classroom-based communication make lessons more systematic and practical.

Gulomova and co-authors propose that working with authentic texts (reading, analysis, re-expression) and purposeful dictionary work enhance learners’ vocabulary, support semantic understanding, and develop oral speech skills through activities such as role-play and game-based tasks. This makes lessons more interactive and facilitates vocabulary acquisition in meaningful contexts.

Yolandeva promotes a competency-based approach to teaching native language in primary school. She concludes that lessons should not focus solely on memorizing theoretical facts; rather, they should develop learners’ skills in independent thinking, analysis, communication, and information processing. According to her, practical tasks, analytical questions related to real-life situations, and student-designed problem-solving activities significantly increase the effectiveness of grammar instruction.

In summary, the literature demonstrates that methodological research in native-language education prioritizes the development of language competence, improvement of speech skills, and modernization of teachers’ methodological training. Therefore, further integration of advanced pedagogical technologies remains a relevant requirement for strengthening the quality of instruction in this field.

Analysis and Results

Within the scope of this research, the effectiveness of modern methodologies for teaching the mother tongue to primary-grade students was examined. The study was conducted among 3rd–4th grade pupils during the 2025–2026 academic year. The primary aim was to determine how the use of interactive techniques, phonetic-analysis exercises, text-based strategies, and game-based approaches influence the development of students’ language competence.

The experiment consisted of three sequential stages: Preparatory stage. Baseline diagnostic assessment was conducted to determine students’ initial level of linguistic knowledge, reading fluency, written speech skills, and spelling accuracy. A total of 48 students participated in this phase.

Practical stage. In experimental classes, instruction was delivered through didactic games, role-play tasks, text analysis strategies, chained word-building exercises, and speech-development activities. In contrast, the control classes continued to use traditional teaching methods.

Final stage. Mid-term and summative assessments were administered to evaluate students’ final learning outcomes and academic progress.

Research Findings

Data analysis revealed measurable improvements in the experimental group. Average reading speed increased by 25–30 percent, and reading comprehension improved by 28 percent. The number of spelling errors in written speech decreased from an average of 14 errors per 100-word text to 6 errors per text. These findings confirm that interactive, text-oriented, and game-based methodologies significantly enhance literacy skills, grammatical accuracy, and communicative competencies in primary school students.

Conclusion

In conclusion, the methodology of teaching the mother tongue in primary grades plays a crucial role in shaping children’s speech, thinking, and spiritual development. Through mother-tongue lessons, learners not only acquire grammatical structures and written language norms, but also internalize national values, cultural heritage, and literary tradition. Therefore, instruction in the native language forms the foundation of a child’s personal and intellectual maturation.

Modern methodology requires the use of interactive, communicative, and competency-based approaches that go beyond traditional instruction. These approaches foster independent thinking, logical reasoning, and the confidence to express ideas clearly. Effective lesson design must take into account pupils’ age-related and psychological characteristics, because only developmentally appropriate instruction can yield meaningful results.

Furthermore, the integration of high-quality textbooks, visual resources, multimedia tools, and digital platforms enhances students’ motivation and engages them as active participants in the learning process. The teacher’s pedagogical competence, speech culture, and innovative mindset remain central determinants of educational quality.

Therefore, continuous scientific research, dissemination of advanced experiments, and systematic modernization of methodological approaches in mother-tongue education remain urgent tasks of contemporary pedagogy.

List of references used

1. Kholboev G. Methodology of teaching mother tongue in elementary grades methodological and scientific foundations of science. – Tashkent: Uzbekistan Publishing house of the Ministry of public education of the Republic, the year is not indicated.

2. Matchonov S. Methodology of teaching the native language in primary grades.- Tashkent: “O’qituvchi” Publishing House, year not specified.

3. Ghulomova M. Effective mother tongue lessons in primary education organization methodology. – Tashkent: Enlightenment, the year is not indicated.

4. Yolandeva S. Language skills in primary school students formation methodology. – Tashkent: Science and Technology, year not shown.

5. Kadyrova F. Grammar in primary school students methodology for the formation of concepts. – Tashkent: TDPU publisher, 2018.

6. Yo’ldoshev Q. Theory and methodology of teaching the native language. – Tashkent: “Fan”, 2015.

7. Shodmonova Sh. Speech cultivation classes in primary education method-ology. – Tashkent: “economics-finance”, 2017.

Children Without Parents

New houses, rows of luxury cars — at first glance, everything seems perfect. The family looks happy, birds are singing joyfully, as if thanking life itself. Inside one of these grand houses lived two children. To their friends, they seemed like the happiest kids in the world. After all, when your parents work in powerful state companies, when you live in mansions with servants who cook and wait for you after school — isn’t that happiness?

Their friends were still too young to understand that wealth, position, and luxury don’t define happiness. Maybe they just believed the lies those rich children told them. It was said that the family often dined together, played games, and went on trips every week. “Really?” thought their neighbor Khadicha, who knew the truth. The children could hardly remember the last time they saw their parents or ate together. Every morning at five, Ali and Lola woke up hoping to see their parents — but their father was away on another business trip, and their mother had gone out to meet friends or organize new events.

Even when she was home, she would tell the servants,> “If the kids ask, tell them I’m at work. I want to sleep in peace today — I have no time for their endless chatter.” The servants were shocked — so many people yearn for children, while these parents can’t spare even five minutes for theirs. Last Monday, the situation worsened. Ali won first place in the national stage of the “Young Reader” competition and even received a Chevrolet Cobalt as a prize. He wanted to gift it to his father and stayed up until 2 a.m. waiting. But his father never came.

When he finally returned in the morning, the driver excitedly told him the news. The father just smirked:> “A Cobalt? I could buy a thousand of them along with that silly contest. They chose him because of my wealth and influence.” The driver snapped:> “No, sir. They chose him for his knowledge and intellect — even officials’ children couldn’t win.” But the boss had already gone to bed, tired from his trip to Turkey. The driver was disgusted.

Those parents traveled the world, while their children were forgotten — no relatives visited, no love from their own parents. Only kind neighbor Khadicha sometimes took them to the park so they wouldn’t feel so lonely. In their parents’ eyes, the children were nothing but a burden. Life is cruel — some people long for children, while others take them for granted.> “If only kids could choose their parents…” thought the driver sadly.“

When we fail to appreciate God’s blessings, He can take them back.” He sighed, hoping:> “May this story end well.” But the truth remains — real wealth is peace, love, and family unity. When there is harmony at home, everything else can be earned later. No child should grow up deprived of love, forced to mature without ever feeling what childhood truly means.

____________________________________________________________________

Do All Stories End Well?

Since childhood, I loved one fairy tale my mother used to tell —> “There once lived a snake and a cat. The brave cat always fought the snake, but in the end, the snake devoured the cat.”

Every night, I asked my mother to tell it again, hoping that one day the ending would change — that the cat would win. But it never did.

That’s when I realized — not every story ends happily. Life is like an exam: the more you fall, the higher you can rise. One of my teachers once said:> “Life is like boiling water. Whether you want it or not, you’re thrown into it every day. If you don’t endure and trust the process, you’ll face even harder trials. Those hardships are gifts — they wash away your sins and test your patience. The more patient you are, the sweeter the reward.”

I understood — like gold purified by fire, humans too are refined through challenges. Gold must be heated thousands of degrees before it becomes beautiful jewelry — and we must face pain to become stronger. When I was younger, I couldn’t understand why adults got upset over small things. Now that I’m older, I finally do. Life is temporary, and stress causes most of our illnesses. Even our physical pain often begins with emotional pain. The human body is a miracle — everything inside is connected like clockwork.

A few years ago, I underwent laser eye surgery. After years of studying day and night for exams, I had strained my eyes and partially lost vision. When the surgery succeeded, and I saw the world clearly again — distant trees looked like they were right before me — I realized how little we value our blessings until we lose them. Whenever I feel sad, I remind myself:> “I can see, I can walk, I am healthy — I should be grateful.” Even hardships can be blessings in disguise. When something doesn’t go as planned, maybe it’s because something better awaits. We just don’t see it yet.

For example, when I was trying to get my driver’s license, I failed twice during the practical test. After months of preparation and money spent, I almost gave up. But on the third attempt, I passed. That’s when I learned — what’s truly yours will find its way to you, no matter how long it takes. In conclusion — every person faces such tests. What matters is not what we get from society, but what we give back to it. The key is to value what we already have — because if we don’t, it can be taken away.

And as for that childhood fairy tale —Not every story ends happily, because sometimes failure itself is the happiest ending — it’s what helps us grow. If you fall, rise again — stronger than before.