A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Autor/in	Chiang, Hui-Hua
Titel	A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency
Quelle	In: English Language Teaching, 9 (2016) 6, S.61-75 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Interaction; Correlation; Ambiguity (Semantics); English Language Learners; English (Second Language); Cognitive Style; Language Proficiency; Technical Institutes; College Students; Language Tests; English Curriculum; Second Language Learning; Likert Scales; Statistical Significance; Statistical Analysis; Taiwan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Ausland; Interaktion; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Cognitive styles; Kognitiver Stil; Language skill; Language skills; Sprachkompetenz; Technische Fakultät; Collegestudent; Language test; Sprachtest; Zweitsprachenerwerb; Likert-Skala; Statistische Analyse
Abstract	This article presents a preliminary investigation of the inter-relationships between English learners' tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01