چكيده
The present study was conducted to examine the relationship between the levels of ambiguity tolerance of EFL learners and their EFL task-based writing performance. To fulfil the purpose of the study, 107 intermediate learners from four private language institutes were chosen by means of administering a homogeneity test. They were also pretested at the same time through the writing proficiency section of the homogeneity test and were put into the final subject group of our study. This was done to make sure that all the members of our subject group were similar in terms of the level of writing proficiency. Then, the Second Language Tolerance of Ambiguity Scale (SLTAS) developed by Ely (1995) was given to the participants to measure the participants’ level of ambiguity tolerance. After 45 minutes pre-writing activities, the participants were tested through a validated task-based writing test as a classroom assignment. The researcher then collected, analyzed, and scored the learners’ writing performance. The scores of the participants demonstrated that there was a significant positive correlation between the scores of the participants on the task-based writing test and their scores on ambiguity tolerance scale. Predictions of task-based writing scores were also made from the scores on TA scale. The analysis of the data was done through the analysis of covariance using simple regression and Pearson r. Finally, the results were discussed in terms of how meaningful the relationship and resulting predictions are.
