Assessing the Impact of Motivational Learning Techniques on Students’ Ambiguity Tolerance in English as a Second Language at the higher level
DOI:
https://doi.org/10.62843/jrsr/2025.4d163Keywords:
Second Language, Motivation, Learning, Learning Ambiguity, Higher EducationAbstract
This study investigates how motivational learning strategies influence second-language ambiguity tolerance among higher level English students in District Loralai, Balochistan. The three primary objectives are: (1) to identify the most frequently used motivational learning strategies in English classes; (2) to determine the level of ambiguity tolerance among students; and (3) to explore the relationship between preferred motivational strategies and students’ tolerance for linguistic ambiguity. Using a quantitative approach, data were collected from 800 students via reliable questionnaires: The Motivated Strategies for Learning Questionnaire (MSLQ) and the Second Language Ambiguity Tolerance (SLAT) scale. Analyses conducted through SPSS version 24 revealed that motivational learning techniques positively correlated with higher levels of ambiguity tolerance. This finding suggests that enhancing students’ motivation may foster their ability to cope with uncertainty in language learning.
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