Understanding Tolerance of Ambiguity of EFL Learners in Reading Classes at Tertiary Level

Bu çalışma İngilizce öğrenmekte olan bir grup Türk üniversite öğrencisinin belirsizlik hoşgörüsünü araştırmayı amaçlamıştır. Bu doğrultuda, 188 hazırlık sınıfı öğrencisine demografik soruları da içeren İkinci Yabancı Dil Belirsizlik Hoşgörüsü ölçeği uygulanmıştır. İstatistik analiz, öğrencilerin öğrenme sürecinde genel olarak düşük düzeyde belirsizlik hoşgörüsüne sahip olduklarını göstermektedir. Kız öğrencilerin erkek öğrencilerden daha az hoşgörülü oldukları tespit edilmiştir. Öğrencilerin belirsizlik hoşgörüleri ile yabancı dilde yazılan materyalleri okumaya ilişkin başarı algıları ve kendilerine verilen strateji bilgilendirmeleri arasında manidar ilişkiler belirlenmiştir. Bulgular ve güncel alan yazın ışığında sınıf içi uygulamalara ve bu konuda yapılabilecek araştırmalara ilişkin öneriler sunulmuştur.

This study aimed to explore tolerance of ambiguity (AT) of a group of tertiary level Turkish EFL learners at a state university in Turkey. To do this, 188 preparation year students were administered a Second Language Tolerance of Ambiguity Scale with some demographic questions. Statistical analysis indicated students on average have lower tolerance for ambiguity in the process of learning, with female students reporting less tolerance than male students. Students‟ AT, their self-perceived success, and strategy training they received correlated significantly. Suggestions for further research and classroom practice are offered in the light of the findings and current literature.

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