Critical Reading

Kiarostami’s unfinished cinema emphasizes the importance of audiences’ involvement in a movie by using postmodern images. Some essential points of critically reading his, so-called half-created cinema, could be summarized as self-reflexive style, diagrammatical perspectives, in-between narratives,and Individual minimalism. The main postmodern achievement of this cinema is focusing on the process of creating meaning through the experience of film. Furthermore, the close-ups function as separate independent units that are constantly generating their implicit affections. In this respect, Kiarostami’s unusual works are interpretable by Deleuze’ some neologism like affection-image. The films are some affective micro-dramas formed in a gap between the audiences’ receptions and the close-ups. Despite their postmodern reflections, unfinished movies have no strict disciplines that may limit the process of creating meaning. This paper attempts to present a new approach of reading Kiarostami as an increasing global interest.

Research within EFL education highlights specific challenges in fostering critical reading and collaborative learning skills among students, extending to the implementation of Virtual Literature Circle (VLC). Notable issues include persistently low engagement levels and limited participation observed within conventional instructional methods. Moreover, there exists a substantial gap in providing meaningful collaborative learning experiences in English as a Foreign Language (EFL) contexts, emphasizing the need for alternative approaches. This study investigated the impact of VLC within a Critical Reading class tailored for EFL students. Through a sequential explanatory mixed-methods design involving a cohort of 25 EFL students at STKIP PGRI Sidoarjo, the study examined their engagement with VLC and subsequent skill development. The findings revealed promising advancements, with students demonstrating increased engagement and active participation during VLC sessions. Additionally, students reported enhanced critical reading skills and a deeper understanding of literary texts through collaborative discussions within VLC. However, challenges persist, including the importance of diversified group dynamics, structured facilitation, and support mechanisms. Notably, students expressed a preference for the collaborative learning format facilitated by VLC over traditional instructional methods. These findings underscore the critical importance of VLC in addressing challenges and enhancing collaborative learning experiences for EFL students.