The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech
Various individual differences, including ambiguity tolerance (AT), have gained momentum because of the influence they can exert on the process and product of learning, and thereby, on various aspects of the learner’s interlanguage system such as accuracy of oral speech. The present study was undert...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Islamic Azad University, Tabriz Branch
2019-03-01
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| Series: | Journal of English Language Pedagogy and Practice |
| Subjects: | |
| Online Access: | http://jal.iaut.ac.ir/article_664541_bf3c26284c1fd22b27e41b605fda8cd2.pdf |
| _version_ | 1819025671077232640 |
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| author | Farid Khoshlahn Hosseini Zohreh Seifoori |
| author_facet | Farid Khoshlahn Hosseini Zohreh Seifoori |
| author_sort | Farid Khoshlahn Hosseini |
| collection | DOAJ |
| description | Various individual differences, including ambiguity tolerance (AT), have gained momentum because of the influence they can exert on the process and product of learning, and thereby, on various aspects of the learner’s interlanguage system such as accuracy of oral speech. The present study was undertaken to examine the extent to which Iranian EFL learners’ AT was significantly correlated with the accuracy of their task-based speech. To serve the purpose, a random sample of 60 Iranian EFL learners studying English at New Pegah Institute in Tabriz were selected from a population of 150. The Second Language Tolerance of Ambiguity Scale (Ely, 1995) was employed to quantify the participants’ AT while the accuracy of their speech, based on a picture description task, was measured based on the ratio of the grammatical errors to the total number of t-units produced. Correlational analyses of the research data revealed that the participants were highly inaccurate in their oral performance and that there was a significant moderate relationship between the two research variables. The findings underscore the need to determine and promote Iranian EFL learners’ AT and offer a number of pedagogical implications. |
| first_indexed | 2024-12-21T05:14:23Z |
| format | Article |
| id | doaj.art-54862bcc7aa04c04852ba15a1f18ff9a |
| institution | Directory Open Access Journal |
| issn | 2645-3576 2645-3584 |
| language | English |
| last_indexed | 2024-12-21T05:14:23Z |
| publishDate | 2019-03-01 |
| publisher | Islamic Azad University, Tabriz Branch |
| record_format | Article |
| series | Journal of English Language Pedagogy and Practice |
| spelling | doaj.art-54862bcc7aa04c04852ba15a1f18ff9a2022-12-21T19:14:58ZengIslamic Azad University, Tabriz BranchJournal of English Language Pedagogy and Practice2645-35762645-35842019-03-01112385102664541The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral SpeechFarid Khoshlahn Hosseini0Zohreh Seifoori1Department of English, Tabriz Branch, Islamic Azad University, Tabriz, IranDepartment of English, Tabriz Branch, Islamic Azad University, Tabriz, IranVarious individual differences, including ambiguity tolerance (AT), have gained momentum because of the influence they can exert on the process and product of learning, and thereby, on various aspects of the learner’s interlanguage system such as accuracy of oral speech. The present study was undertaken to examine the extent to which Iranian EFL learners’ AT was significantly correlated with the accuracy of their task-based speech. To serve the purpose, a random sample of 60 Iranian EFL learners studying English at New Pegah Institute in Tabriz were selected from a population of 150. The Second Language Tolerance of Ambiguity Scale (Ely, 1995) was employed to quantify the participants’ AT while the accuracy of their speech, based on a picture description task, was measured based on the ratio of the grammatical errors to the total number of t-units produced. Correlational analyses of the research data revealed that the participants were highly inaccurate in their oral performance and that there was a significant moderate relationship between the two research variables. The findings underscore the need to determine and promote Iranian EFL learners’ AT and offer a number of pedagogical implications.http://jal.iaut.ac.ir/article_664541_bf3c26284c1fd22b27e41b605fda8cd2.pdfambiguity toleranceaccuracyindividual differencestask-based speech |
| spellingShingle | Farid Khoshlahn Hosseini Zohreh Seifoori The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech Journal of English Language Pedagogy and Practice ambiguity tolerance accuracy individual differences task-based speech |
| title | The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech |
| title_full | The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech |
| title_fullStr | The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech |
| title_full_unstemmed | The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech |
| title_short | The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech |
| title_sort | relationship between iranian efl learners ambiguity tolerance and the accuracy of their task based oral speech |
| topic | ambiguity tolerance accuracy individual differences task-based speech |
| url | http://jal.iaut.ac.ir/article_664541_bf3c26284c1fd22b27e41b605fda8cd2.pdf |
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