The Link between Iranian EFL Learners’ Willingness to Communicate and Ambiguity Tolerance: A Focus on the Predictive Power of Ambiguity Tolerance
الموضوعات : Journal of Studies in Learning and Teaching English
Servat Shirkhani
1
,
Elham Qalaei
2
1 - English Department, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran
2 - English Department, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran
الکلمات المفتاحية: Ambiguity Tolerance, Foreign Language Learning, Inside/Outside WTC Willingness to Communicate, Learner Factors, Willingness to Communicate,
ملخص المقالة :
Willingness to communicate (WTC) and ambiguity tolerance (AT) are two crucial concepts discussed as factors affecting second language learning. Due to the importance of these two factors, the present study explored levels of WTC and AT in Iranian high school students, the relationship between these two variables among the students, and whether AT can be a significant predictor of their WTC. In so doing, 60 female students from a high school in Khorramabad were selected through convenience sampling. The students’ WTC was measured through MacIntyre et al.’s (2001) WTC questionnaire and their AT level was examined using the Second Language Tolerance of Ambiguity Scale (SLTAS) developed by Ely (1995). The results of descriptive statistics for WTC scores and two one sample t-tests revealed that the students had an average level of WTC both inside and outside the classroom. Moreover, the results of a paired samples t-test to compare the Inside/Outside WTC of the students showed no significant difference between their inside and outside WTC levels. The analyses for AT scores and a one sample t-test indicated a significantly lower than average AT level for the participating students. Finally, the Pearson product moment correlation coefficient indicated a significant negative relationship between the students’ WTC and AT and the linear regression results showed that AT could significantly predict EFL learners’ Inside/Outside WTC. The implications of the study for language teachers are discussed in light of the significance of individual differences in language education.
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