Effect of Gender on Ambiguity Tolerance of Iranian English language learners (original) (raw)
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11.Effect of Gender on Ambiguity Tolerance of
Current study aimed to investigate the pattern of ambiguity tolerance among Iranian English language learners. Further, this study examines whether any statistically significant difference existed between Iranian male and female learners' in their ambiguity tolerance. To this end, to instruments of Second Language Ambiguity Tolerance Scale (SLATS) developed by Ely , and a questionnaire on participants' demographic information were used to collect the data. Results indicated that, the participants' average ambiguity tolerance score were highest in items related to reading skill and the lowest in items pertained to writing skill. On the part of gender effect, no statistically significant difference was revealed between Iranian male and female English language learners in their ambiguity tolerance. Finally, implications were provided for English language teachers and researchers.
The Effect of Ambiguity Tolerance and Gender on Iranian EFL Learners Reading Comprehension
Journal of Applied Linguistics and Language Research, 2018
Reading is a purposeful activity, to be successful in it many variables should be taken into account. One of these variables which second language teachers must be aware of is ambiguity tolerance. While ambiguity may be presented in learning any subject, there is a remarkable amount of ambiguity when it comes to acquiring a second/foreign language. Hence this study aims to investigate the relationship between ambiguity tolerance and reading comprehension among EFL learners. To fulfill the aims of the study a total of 62, 31 females and 31 males EFL learners were selected to take part in the study. Participants were asked to fill out Ely’s Second Language Tolerance of Ambiguity Questionnaire (SLTAS). For the ease of comprehension, it translated into Farsi. Having filled out the questionnaire, a reading comprehension was selected from TOEFL test and administered to them. A series of one-way ANOVA and t-test were run. The results showed male learners out performed female ones in being more ambiguity tolerant and in reading comprehension test performance. Further, the data revealed the superiority of high ambiguity tolerant students in both groups in reading comprehension over the other two groups (average and low ambiguity tolerance). The findings of the study will be helpful for all of the teachers in every educational setting from language institutes to university levels to encourage the learners to improve their level of ambiguity tolerant.
2016
APA Citation: Genç,G. (2016). Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety?.Journal of Language and Linguistic Studies, 12(2), 135-151. Abstract The present study focuses on the relationship between reading anxiety and ambiguity tolerance of 295 Turkish EFL learners of English (180 females, 115 males). Data were collected using the Turkish version of FLRAS and SLTAS in 2015-2016 academic year. The overall design of the study was based on the quantitative research method. Data were collected through Second Language Ambiguity Tolerance Scale (SLTAS) and Foreign Language Reading Anxiety Scale (FLRAS). Independent t Tests, Pearson Correlation and multiple regression tests were employed to analyze the data. The results indicated that participants in this research generally have low level of second language ambiguity tolerance and their reading anxiety levels are mostly raised by nature of the text and personal factors. In addition, ...
An Investigation into Ambiguity Tolerance in Iranian Senior EFL Undergraduates
English Language …, 2012
The present study aimed to explore how tolerant of ambiguity Iranian EFL learners at university level are and if gender plays a role in this regard. To this end, upon filling in the revised SLTAS scale of ambiguity tolerance 194 male and female Iranian teacher trainees were assigned to three ambiguity tolerance groups; namely, high, moderate and low. Cluster analysis of the SLTAS scores indicated that Iranian EFL learners were mostly moderate as far as tolerance of ambiguity was concerned. Examining the gender differences through an independent sample t-test manifested that female participants were less tolerant of ambiguity than their male peers. Also, the differences between the expected and observed number of participants categorized in the three AT groups were non-significant undermining the role of gender as a moderator variable in assigning participants to AT groups and further approving of SLTAS validity. Implications for classroom practice are presented in the light of findings. The results are helpful in syllabus design and teaching methodology.
Advances in Social Sciences Research Journal
Learning a new language can be likened to the exploring of an unknown land, as there are varying ambiguous situations in the learning tasks. Ambiguity tolerance, as an important learning style, can inhibit or facilitate language learning. The present study seeks to unravel how tolerant/intolerant EFL learners are of such ambiguities as well as exploring whether tolerance of ambiguity of EFL learners affects their vocabulary knowledge. The study also aimed to investigate whether there is any gender-related difference in tolerance of ambiguity of EFL learners and whether ambiguity tolerance is somehow associated with self-perceived success of Iranian EFL learners in vocabulary. This study was carried out with 60 freshmen enrolled in the English Language Teaching (ELT) Department of Kazerun Islamic Azad University in Iran. The data collection instruments consisted of the Second Language Tolerance of Ambiguity Scale and the Vocabulary Levels Test. The obtained data were subsequently analyzed descriptively using the SPSS, version 21 software. The results revealed that EFL learners have a moderate level of ambiguity tolerance in foreign language learning and that gender does not have any significant impact on tolerance of ambiguity. It was also found that there is no significant relationship between tolerance of ambiguity and vocabulary knowledge whereas a significant relationship between tolerance of ambiguity and selfperceived achievement in foreign language vocabulary learning was detected. Implications based on the findings are also suggested.
Journal of Language and Linguistic Studies, 2016
The present study focuses on the relationship between reading anxiety and ambiguity tolerance of 295 Turkish EFL learners of English (180 females, 115 males). Data were collected using the Turkish version of FLRAS and SLTAS in 2015-2016 academic year. The overall design of the study was based on the quantitative research method. Data were collected through Second Language Ambiguity Tolerance Scale (SLTAS) and Foreign Language Reading Anxiety Scale (FLRAS). Independent t Tests, Pearson Correlation and multiple regression tests were employed to analyze the data. The results indicated that participants in this research generally have low level of second language ambiguity tolerance and their reading anxiety levels are mostly raised by nature of the text and personal factors. In addition, the research revealed that second language ambiguity tolerance, gender and success in reading in a foreign language are significant and strong predictors of foreign language reading anxiety. Some recom...
2002
The purpose of this study was to examine students' English proficiency, perceptual learning style preference and tolerance of ambiguity. A total of 314 respondents were randomly sampled from four secondary schools in the District of Hulu Langat. A descriptive correlational study was utilised and the theoretical framework of the study was based on several models of learning. The Perceptual Learning Style Preference Questionnaire was used to investigate respondents' perceptual learning style preference. This questionnaire categorised the students into auditory, kinesthetic, tactile and visual learners. The Second Language Tolerance of Ambiguity Scale was used to measure respondents' levels of ambiguity tolerance. English proficiency was evaluated based on respondents' PMRE nglish grades. Frequency distribution, independent t test and Pearson correlation test were used to analyse the data. The study found that the male and female students had chosen the kinesthetic lear...
Journal of Education and Learning
The present study examines the influence of ambiguity tolerance on the performance of Iranian GFL-learners (Note 1) at level B1 in the processing of gap-filling-text tests. It is assumed that learners with more tolerance of ambiguity achieve better results in the reading comprehension or in the contextual guessing of the omitted words. 34 GFL learners at Level B1 in Iran Language Institute in Mashhad have completed a three-part pilot gap-filling test as well as the pilot questionnaire called SLTAS (Note 2) to assess their ambiguity tolerance. In order to examine the hypothesis and to answer the research question, the total score of the subjects who participated in the pilot and the main study were analyzed by SPSS program version 18.0. The quantitative-correlative analysis did not demonstrate a statistically significant relationship between the tolerance of ambiguity and reading comprehension. In conclusion, with regard to the multi-dimensionality of reading comprehension, and despi...
An Analysis of the Associations between Ambiguity Tolerance and EFL Reading Strategy
The current study is an attempt to investigate whether any statistically significant relationship existed between Iranian EFL learners' ambiguity tolerance (AT) and their reading strategy use. To this end, three instruments of Survey of Reading Strategy (Mokhtari & Sheorey, 2002), Second Language Ambiguity Tolerance Scale (Ely, 1995), and a reading test were administered to 114 (60 female and 54 male) intermediate level EFL learners of Iran Language Institute. The results of data analyses indicated that no statistically significant relationship existed between participants' AT and their overall reading strategy use. Also no statistically significant relationship existed between participants' AT and their use of Global, Problem Solving, and Support subscales of reading strategy. Further, the results revealed a statistically significant and positive relationship between AT and reading comprehension scores of the participants. Regarding findings of the study, pedagogical implications were presented for teachers and materials developers in the field of EFL teaching/learning.
2015
Learning a new language is akin to exploring an unknown land as ambiguous situations are prevalent in language learning. Ambiguity tolerance, which can hinder or facilitate language learning, is considered as an important learning style. The purpose of the present study was to understand how tolerant/intolerant EFL learners are of foreign language ambiguities in addition to exploring whether tolerance of ambiguity of EFL learners affects their vocabulary knowledge. The study also aimed to probe whether there is any gender-related difference in tolerance of ambiguity of EFL learners and investigated whether ambiguity tolerance is related to self-perceived success of Turkish EFL learners in foreign language vocabulary. This study was conducted with 60 freshmen enrolled in the English Language Teaching (ELT) Department of a state university in Turkey. The data collection instruments consisted of the Second Language Tolerance of Ambiguity Scale and the Vocabulary Levels Test. The data w...