Nexus Between Iranian EFL Learners' Tolerance of Ambiguity and Their Foreign Language Class Enjoyment
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Shima Ghobadi
1
,
Mohsen Saberi
2
1 - Department of Foreign Languages, Shah. C., Islamic Azad University, Shahreza, Iran
2 - Department of Foreign Languages, Shah. C., Islamic Azad University, Shahreza, Iran
کلید واژه: Correlational Study, FLCE, Iranian EFL Learners, SLA, TOA,
چکیده مقاله :
Although tolerance of ambiguity (TOA) and foreign language class enjoyment (FLCE) have been shown to influence learner outcomes, their direct relationship—especially in non-Western contexts—remains underexplored. In the Iranian EFL setting, where exam-oriented curricula and limited authentic input may heighten uncertainty and dampen enjoyment, understanding how learners’ capacity to tolerate ambiguity relates to their classroom enjoyment is both theoretically and pedagogically vital. The primary objectives were to assess the extent to which Iranian EFL learners exhibit TOA and FLCE, and to determine whether individual differences in TOA significantly predict FLCE. To this end, a quantitative correlational design was employed, utilizing intact intermediate-level classes from private language institutes in three mid-sized Iranian cities. Following institutional and participant consent procedures, learners completed two self-report scales: Ely’s Second Language Ambiguity Tolerance Scale (SLTAS) and the Short‑Form Foreign Language Enjoyment Scale (SFLES), both presented in English. Responses were analyzed using SPSS. Findings showed that participants generally reported moderate to high levels of both ambiguity tolerance and classroom enjoyment. Moreover, a clear positive relationship emerged between these two variables, and further analysis indicated that learners’ tolerance of ambiguity reliably predicted their enjoyment of language classes. Pedagogically, the study suggests that scaffolded exposure to uncertain tasks and error-tolerant activities may build both resilience and enjoyment. At the policy level, incorporating ambiguity-embracing tasks into curricula and assessments could help counterbalance accuracy-driven instruction and promote more learner-centered, emotionally supportive EFL environments.
Although tolerance of ambiguity (TOA) and foreign language class enjoyment (FLCE) have been shown to influence learner outcomes, their direct relationship—especially in non-Western contexts—remains underexplored. In the Iranian EFL setting, where exam-oriented curricula and limited authentic input may heighten uncertainty and dampen enjoyment, understanding how learners’ capacity to tolerate ambiguity relates to their classroom enjoyment is both theoretically and pedagogically vital. The primary objectives were to assess the extent to which Iranian EFL learners exhibit TOA and FLCE, and to determine whether individual differences in TOA significantly predict FLCE. To this end, a quantitative correlational design was employed, utilizing intact intermediate-level classes from private language institutes in three mid-sized Iranian cities. Following institutional and participant consent procedures, learners completed two self-report scales: Ely’s Second Language Ambiguity Tolerance Scale (SLTAS) and the Short‑Form Foreign Language Enjoyment Scale (SFLES), both presented in English. Responses were analyzed using SPSS. Findings showed that participants generally reported moderate to high levels of both ambiguity tolerance and classroom enjoyment. Moreover, a clear positive relationship emerged between these two variables, and further analysis indicated that learners’ tolerance of ambiguity reliably predicted their enjoyment of language classes. Pedagogically, the study suggests that scaffolded exposure to uncertain tasks and error-tolerant activities may build both resilience and enjoyment. At the policy level, incorporating ambiguity-embracing tasks into curricula and assessments could help counterbalance accuracy-driven instruction and promote more learner-centered, emotionally supportive EFL environments.
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