Volume 9, Issue 3 (7-2024)
IJREE 2024, 9(3): 61-74 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Baharloo A, Ghasemian Z. The Interplay of Iranian EFL Learners’ Tolerance of Ambiguity and their Reading Performance Encountering Unknown Vocabularies: Taking their L2 Reading Anxiety into Account. IJREE 2024; 9 (3)
URL: http://ijreeonline.com/article-1-890-en.html
URL: http://ijreeonline.com/article-1-890-en.html
Assistant Professor of TEFL at Hafez Institute of Higher Education
Abstract: (646 Views)
The interplay of Iranian EFL learners’ tolerance of ambiguity and their performance encountering unknown vocabularies in reading comprehension while considering their L2 reading anxiety was investigated in this study. A sample of 70 intermediate-level EFL learners from a language institute in Shiraz, Iran participated in the study. The Second Language Tolerance of Ambiguity Scale (SLTAS) and the Foreign Language Reading Anxiety Scale (FLRAS) were used to measure participants’ ambiguity tolerance and L2 reading anxiety, respectively. To assess students’ performance in dealing with new words in reading comprehension, two vocabulary tests and two reading tests were given to them. The data were analyzed by both SPSS and PLS 4 software using Pearson correlation and structural equation modeling (SEM). The findings revealed significant relationships between ambiguity tolerance and reading comprehension performance encountering unknown vocabularies, between L2 reading anxiety and reading comprehension performance encountering unknown vocabularies, and between ambiguity tolerance and L2 reading anxiety. Additionally, L2 reading anxiety was found to play a significant mediating role in the relationship between ambiguity tolerance of Iranian language learners and their performance in dealing with unknown vocabularies in reading comprehension. Moreover, the study provides evidence that reading anxiety does not play a moderating and significant role in the relationship between ambiguity tolerance of Iranian language learners and their performance in dealing with unknown vocabularies in reading comprehension. The study suggests that ambiguity tolerance and L2 reading anxiety are important factors that influence Iranian EFL learners’ performance encountering unknown vocabularies in reading comprehension. This study highlights the importance of fostering ambiguity tolerance and reducing L2 reading anxiety in both language teaching and learning. In addition, it provides insights for syllabus designers to develop effective reading comprehension curricula for EFL learners.
Keywords: tolerance of ambiguity, L2 reading anxiety, unknown vocabularies, reading comprehension, EFL learners
References
1. Abedini, H. (2020). The relationship between L2 motivational self-system and high school students' reading proficiency and reading anxiety in an Iranian EFL context. [Master's thesis, University of Isfahan-Isfahan]. Iran's Scientific Information (Ganj, Irandoc).
2. Ahmad, A., Al-Shbou, M., Nordin, M., Abdul Rahman, Z., Burhan, M., & Madarsha, K. (2013). The potential sources of foreign language reading anxiety in a Jordanian EFL context: A theoretical framework. English Language Teaching, 6(11), 89-110. doi:10.5539/elt.v6n11p89 [DOI:10.5539/elt.v6n11p89]
3. Alahdadi, S., & Ghanizadeh, A. (2017). The dynamic interplay among EFL learners' ambiguity tolerance, adaptability, cultural intelligence, learning approach, and language achievement. Iranian Journal of Language Teaching Research, 5(1) 37-50. doi:10.30466/ijltr.2017.20341
4. Al-Dubaisi, K. (2020). The relationship between Iraqi EFL learners' tolerance of ambiguity, L2 anxiety, and reading achievement [Master's thesis, Imam Reza International University-Mashhad]. Iran's Scientific Information (Ganj, Irandoc).
5. Atef-Vahid, S., Kashani, A. F., & Haddadi, M. (2011). The relationship between level of ambiguity tolerance and cloze test performance of Iranian EFL learners. Linguistic and Literary Broad Research and Innovation, 2(2), 149-169.
6. Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, (pp. 789-814). New York: Longman.
7. Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the Importance of vocabulary for English as an additional language learners' reading comprehension. Studies in Second Language Learning and Teaching, 11(3), 351-376. https://files.eric.ed.gov/fulltext/EJ1314565.pdf [DOI:10.14746/ssllt.2021.11.3.3]
8. Chapple, C., & Roberts, C. (1986). Ambiguity tolerance and field dependence as predictors of proficiency in English as a second language. Language Learning, 36(1), 27-45. [DOI:10.1111/j.1467-1770.1986.tb00367.x]
9. Dashti khavidaki, A. (2019). The relationship between Iranian English learners' level of ambiguity tolerance and its effect on word inferencing strategy use in reading comprehension [Master's thesis, Vali-e-Asr University of Rafsanjan-Rafsanjan]. Iran's Scientific Information (Ganj, Irandoc).
10. Dengah, L. C., & Islama, A. W. (2022). Vocabulary language prediction (VLP) to enhance students' reading achievement in narrative text. Metathesis: Journal of English Language, Literature, and Teaching, 6(1), 116-132. doi: [DOI:10.31002/metathesis.v6i1.49]
11. Ely, C. M. (1995). Tolerance of ambiguity and the teaching of ESL. In J. Reid (Eds.) Learning styles in the ESL/EFL classroom, (pp. 87-95). Boston: Heinle & Heinle.
12. Fresch, M. J. (2008). An essential history of current reading practices. International Reading Association. Newark, Delaware: International Reading Association.
13. Irankhah, S. (2021). The interplay between Iranian EFL learners' ambiguity tolerance, evaluation apprehension, and test-taking strategies [Master's thesis, Imam Reza International University-Mashhad]. Iran's Scientific Information (Ganj, Irandoc).
14. Jiang, Y. (2023). Tolerance of ambiguity, reading strategies and foreign language anxiety in English learning. Curriculum and Teaching Methodology, 6(16), 1-9. doi: 10.23977/curtm.2023.061601 [DOI:10.23977/curtm.2023.061601]
15. Joo, K. Y., & Damron, J. (2015). Foreign language reading anxiety: Korean as a foreign language in the United States. Journal of the National Council of Less Commonly Taught Languages, 17, 23-55.
16. Knight, D. (1995). Making sense of genre. Film and Philosophy, 2, 58-73. [DOI:10.5840/filmphil199525]
17. Kuru-Gonen, S. I. (2007). L2 reading anxiety: Exploring the phenomenon. Conference Proceeding of JLAT 2006. Tokyo: Japan.
18. Li, R. (2022). Foreign language reading anxiety and its correlates: A meta-analysis. Reading and Writing, 35(2), 995-1018. doi:10.1007/s11145-021-10213-x [DOI:10.1007/s11145-021-10213-x]
19. McLain, D. L. (2009). Evidence of the properties of an ambiguity tolerance measure: The multiple stimulus types ambiguity tolerance scale-II (MSTAT-II). Psychological Reports, 105(3), 975-988. doi:10.2466/PR0.105.3.975-988 [DOI:10.2466/PR0.105.3.975-988]
20. Mardianti, N., Wijayati, P. H., & Murtadho, N. (2021). The correlation between students' reading anxiety and their reading comprehension in ESP context. International Journal of Language Education, 5(2), 15-29. https://files.eric.ed.gov/fulltext/EJ1313260.pdf [DOI:10.26858/ijole.v5i2.15440]
21. Marzban, A. (2012). The role of ambiguity tolerance in reading comprehension in Iranian EFL undergraduates: Methodology revisited [Doctoral dissertation, University of Isfahan-Isfahan]. Iran's Scientific Information (Ganj, Irandoc).
22. Mgasr Al Gbashi, Z. H. (2021). The relationship between Iraqi EFL students' reflective thinking, L2 anxiety, and listening comprehension [Master's thesis, Imam Reza International University-Mashhad]. Iran's Scientific Information (Ganj, Irandoc).
23. Min, Y. K. (2013). Vocabulary acquisition: Practical strategies for ESL students. Journal of International Students, 3(1), 64-69. doi: [DOI:10.32674/jis.v3i1.520]
24. Moghadam, S. H., Zainal, Z., & Ghaderpour, M. (2012). A review on the important role of vocabulary knowledge in reading comprehension performance. Procedia-Social and Behavioral Sciences, 66, 555-563. [DOI:10.1016/j.sbspro.2012.11.300]
25. Najafnejad Atbatan, S. (2018). The challenge-potential of unknown vocabulary items and Iranian EFL learners' performance in reading comprehension tests: An empirical investigation [Master's thesis, University of Maragheh-Maragheh]. Iran's Scientific Information (Ganj, Irandoc).
26. Oxford, R. L. (1992). Who are our students? A synthesis of foreign and second language research on individual differences with implications for instructional practice. TESL Canada Journal, 9(2), 30-49. [DOI:10.18806/tesl.v9i2.602]
27. Pae, T. I. (2013). Effects of skill-based L2 anxieties on learners' affective variables and their factorial similarity across gender. English Teaching, 68(4), 241-261. http://journal.kate.or.kr/wp-content/uploads/2015/01/kate_68_4_11.pdf [DOI:10.15858/engtea.68.4.201312.241]
28. Sa'dabadi, N., & Sarkhosh, M. (2014). The relationship among level of ambiguity tolerance and cloze test performance of Iranian EFL learners across gender. International Journal of Language Learning and Applied Linguistics World, 6(4), 337-347.
29. Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202-218. [DOI:10.1111/0026-7902.00016]
30. Salehpoor Yousefi, N. (2018). The relationship between self-efficacy and tolerance of ambiguity of EFL learners with reading comprehension. [Master's thesis, Islamic Azad University Shahr-e-Qods Branch-Shahr-e-Qods]. Iran's Scientific Information (Ganj, Irandoc).
31. Scovel, T. (1991). The effect of affect on foreign language learning: A review of the anxiety research. In Horwitz, E.K., & Young, D. J. (Eds.), Language anxiety: From theory and research to classroom implications. (pp. 15-24). Englewood Cliffs, NJ: Prentice Hall.
32. Seidi, N. (2018). The effect of ambiguity tolerance and gender on Iranian EFL learners reading comprehension. Journal of Applied Linguistics and Language Research, 5(4), 130-139. file:///C:/Users/SMA/Downloads/881-2767-1-PB.pdf
33. Shahrokhi Mehr, H. (2016). Iranian EFL learners' level of ambiguity tolerance and their achievement especially in reading ability. file:///C:/Users/SMA/Downloads/271e20160396.pdf
34. Soodmand Afshar, H., & Khasemy, D. (2019). Ambiguity tolerance, learner beliefs, learning styles, and listening comprehension of senior EFL students. Iranian Journal of English for Academic Purposes, 8(4), 102-120. https://journalscmu.sinaweb.net/article_101649.html
35. Sreena, S., & Ilankumaran, M. (2018). Developing productive skills through receptive skills-a cognitive approach. International Journal of Engineering & Technology, 7(4.36), 669-673. doi:10.14419/ijet.v7i4.36.24220 [DOI:10.14419/ijet.v7i4.36.24220]
36. Tran, T. T. L. (2022). An investigation into the causes of students' anxiety in learning English speaking skills. International Journal of TESOL & Education, 2(3), 183-196. doi: [DOI:10.54855/ijte.222312]
37. Wilson, R. A. (2003). Strategies to support literacy development in second-language learners through project work. The Project Approach Catalog 4: Literacy and Project Work. Second Language Learners, 1-25. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=43a34c267fd51e4a0918886e4d5ce7d9f6380500
38. Zaccoletti, S., Altoè, G., & Mason, L. (2020). Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension. Learning and Individual Differences, 79, 101869. [DOI:10.1016/j.lindif.2020.101869]
39. Zhao, A., Guo, Y., & Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764-778. doi:10.1111/j.1540-4781.2013.12032.x [DOI:10.1111/j.1540-4781.2013.12032.x]
40. Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 31(1), 121-140. [DOI:10.2307/3587978]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
