Tolerance of Ambiguity and the Use of Language Learning Strategies Among ESL Learners at the Tertiary Level
This study explores the patterns of language learning strategies and the degree of tolerance of ambiguity of Diploma students of UITM Perak Branch. It involved 180 participants who were randomly chosen from a number of faculties at the university. The study also sought to find out any relationships between language learning strategies and tolerance of ambiguity. For the study, the Strategy Inventory for Language Learning (SILL for EFL/ESL) and the Second Language Tolerance of Ambiguity Scale were used.It was found that language learning strategies mean was moderate overall. It shows that the language learning strategies usage is common among the samples. Students’ most preferred language learning strategies were Metacognitive strategies, while the least preferred was Memory strategies. Their overall tolerance towards ambiguities caused by the use of English inside and outside the language classrooms was also moderate. This signifies that they do not exhibit high tolerance that would lead them to accept new and ambiguous language elements unquestioningly. On the other hand, they also do not possess high intolerance that could impede their L2 learning process. Correlations between tolerance of ambiguity and language learning strategies were weak and not significant, although positive. There is no relationship between students’ tolerance of ambiguity and their language learning strategies usage.
Keywords— Tolerance of Ambiguity, Language Learning Strategies, ESL.