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Information Seminar Paper

Title

IRANIAN EFL LEARNERS’ LEVEL OF AMBIGUITY TOLERANCE AND THEIR ACHIEVEMENTS ESPECIALLY IN READING ABILITY

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Abstract

 CURRENT STUDY AIMED TO EXAMINE THE RELATIONSHIP BETWEEN EFL LEARNERS’ AMBIGUITY TOLERANCE (AT) AND READING SKILL. FOR THIS PURPOSE, 50 EFL LEARNERS WERE SELECTED THROUGH THE CONVENIENCE NON-RANDOM SAMPLING PROCEDURE. TO BE SPECIFIC, THE STUDY IS A CORRELATIONAL SURVEY-BASED RESEARCH STUDY SINCE NO TREATMENT THE PARTICIPANTS RECEIVED. TO THIS END, TOLERANCE FOR AMBIGUITY SCALE WHICH WAS DEVELOPED BY BUDNER (1962) AND READING PASSAGE WERE USED TO COLLECT DATA. THE SAMPLE GROUP WAS ASKED TO RESPOND TOLERANCE FOR AMBIGUITY SCALE WHICH WAS TRANSLATED TO PERSIAN. THEN THEY ANSWERED TO READING COMPREHENSION TEST WHICH WAS GOING TO TEST THEIR READING ABILITY. RESULTS INDICATED THAT THE PARTICIPANTS WITH HIGHEST AVERAGE AT GOT HIGHEST READING SCORE. MOREOVER, THERE WAS SIGNIFICANT RELATIONSHIP BETWEEN AT AND EFL LEARNERS’ ACHIEVEMENTS ESPECIALLY IN READING ABILITY. FINALLY, IMPLICATIONS WERE PROVIDED FOR ENGLISH LANGUAGE TEACHERS AND RESEARCHERS.

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