Exploring Digital Landscapes: An Analytical Book Review of Computer-Assisted Language Learning: Learners, Teachers, and Tools

2025-03-21T09:47:57+00:00

Jeong-Bae Son's edited volume, Computer-Assisted Language Learning: Learners, Teachers, and Tools (2014), offers an extensive examination of the landscape of Computer-Assisted Language Learning (CALL), illuminating the intricate dynamics among learners, educators, and digital tools. This review delves into the book’s diverse contributions, which range from empirical studies to theoretical discussions, shedding light on the evolving role of technology in language education. The book is structured into eight chapters, each addressing distinct aspects of CALL. Notably, Kao and Windeatt’s exploration of multimedia environments for low-achieving learners challenges the presumption that technology alone can overcome educational barriers, emphasising the need for supportive learning strategies. Similarly, Gobel and Kano’s analysis of mobile-assisted language learning (MALL) in Japanese contexts highlights the potential of mobile devices but underscores gaps related to the digital divide. Park’s task-based needs analysis for MALL offers insights into enhancing language proficiency but lacks a critical view of the limitations of mobile contexts. Dashtestani’s examination of Wikipedia use among English for Academic Purposes (EAP) students underscores the double-edged nature of open-access resources, stressing the need for digital literacy. The book also addresses professional development, with chapters focusing on Technological Pedagogical Content Knowledge (TPACK) and the transition from CALL coursework to practice. Despite its comprehensive coverage, the book would benefit from a more integrated approach to synthesising its diverse perspectives and addressing broader theoretical issues. Son’s volume remains a useful resource for understanding the complexities of integrating technology in language learning and offers practical insights for educators and researchers exploring this dynamic field.

The Art of Imprisonment: A Study of Oscar Wilde’s Carceral Works and the Theme of Confinement in De Profundis (1905) and The Ballad of Reading Gaol (1898)

2025-03-21T10:12:35+00:00

This paper explores the theme of imprisonment in Oscar Wilde’s carceral works, focusing on De Profundis (1905) and The Ballad of Reading Gaol (1898). Written during and after his incarceration, these works reveal Wilde’s profound reflections on suffering, confinement, and human nature. In De Profundis, Wilde grapples with personal loss, redemption, and the transformative power of suffering, presenting imprisonment as both a physical and spiritual ordeal. The Ballad of Reading Gaol shifts focus to the collective experience of prisoners, highlighting the dehumanizing effects of the penal system and critiquing societal injustices. This research examines how Wilde’s incarceration shaped his writing, highlighting the complex interplay between art, morality, and confinement. By exploring themes of isolation, justice, and redemption, this study offers deeper insight into Wilde’s carceral literature and its lasting significance in discussions of the human condition and penal reform.

Journal of Critical Studies in Language and Literature

Exploring Digital Landscapes: An Analytical Book Review of Computer-Assisted Language Learning: Learners, Teachers, and Tools

The Art of Imprisonment: A Study of Oscar Wilde’s Carceral Works and the Theme of Confinement in De Profundis (1905) and The Ballad of Reading Gaol (1898)