Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad

This study explores the types and usage level of language learning strategies and the degree of tolerance of ambiguity of the Bachelor of Education in Teaching English as a Second Language in a Malaysian Teacher Training Institute (EPGM) in Terengganu. It involved 162 participants who were randomly...

Full description

Saved in:

Bibliographic Details
Main Author:	Wan Ahmad, Wan Muhaimin
Format:	Thesis
Language:	English
Published:	2013
Subjects:	English language Malaysia
Online Access:	https://ir.uitm.edu.my/id/eprint/14758/1/TM_WAN%20MUHAIMIN%20WAN%20AHMAD%20ED%2013_5.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-uitm-ir.14758
record_format	uketd_dc
spelling	my-uitm-ir.147582016-09-28T04:09:01Z Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad 2013 Wan Ahmad, Wan Muhaimin English language Malaysia This study explores the types and usage level of language learning strategies and the degree of tolerance of ambiguity of the Bachelor of Education in Teaching English as a Second Language in a Malaysian Teacher Training Institute (EPGM) in Terengganu. It involved 162 participants who were randomly chosen based on certain criteria set. The study also sought to find out any relationship between language learning strategies and tolerance of ambiguity. For the study, the Strategy Inventory for Language Learning (SILL for EFL/ESL) developed by Oxford (1990) and the Second Language Tolerance of Ambiguity Scale by Elly (1995) were used. It was found that the participants were of high users of different language learning strategies. It shows that language learning strategies are frequently used by them. Students' most preferred language learning strategies were the Metacognitive strategies, while the least preferred strategies were the Affective strategies. Their overall tolerance towards ambiguity was found to be above moderate nearing to high intolerance. This signifies that descriptively they do not exhibit high tolerance that would lead them to accept new and ambiguous language elements unquestioningly, nor do they possess total intolerance that could impede their second language learning process. Correlations between tolerance of ambiguity and the language learning strategies were found to be statistically significant and positively correlated, although modest. It indicates that there is indeed a relationship between those variables. 2013 Thesis https://ir.uitm.edu.my/id/eprint/14758/ https://ir.uitm.edu.my/id/eprint/14758/1/TM_WAN%20MUHAIMIN%20WAN%20AHMAD%20ED%2013_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	English language Malaysia
spellingShingle	English language Malaysia Wan Ahmad, Wan Muhaimin Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad
description	This study explores the types and usage level of language learning strategies and the degree of tolerance of ambiguity of the Bachelor of Education in Teaching English as a Second Language in a Malaysian Teacher Training Institute (EPGM) in Terengganu. It involved 162 participants who were randomly chosen based on certain criteria set. The study also sought to find out any relationship between language learning strategies and tolerance of ambiguity. For the study, the Strategy Inventory for Language Learning (SILL for EFL/ESL) developed by Oxford (1990) and the Second Language Tolerance of Ambiguity Scale by Elly (1995) were used. It was found that the participants were of high users of different language learning strategies. It shows that language learning strategies are frequently used by them. Students' most preferred language learning strategies were the Metacognitive strategies, while the least preferred strategies were the Affective strategies. Their overall tolerance towards ambiguity was found to be above moderate nearing to high intolerance. This signifies that descriptively they do not exhibit high tolerance that would lead them to accept new and ambiguous language elements unquestioningly, nor do they possess total intolerance that could impede their second language learning process. Correlations between tolerance of ambiguity and the language learning strategies were found to be statistically significant and positively correlated, although modest. It indicates that there is indeed a relationship between those variables.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Wan Ahmad, Wan Muhaimin
author_facet	Wan Ahmad, Wan Muhaimin
author_sort	Wan Ahmad, Wan Muhaimin
title	Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad
title_short	Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad
title_full	Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad
title_fullStr	Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad
title_full_unstemmed	Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad
title_sort	tolerance of ambiguity and language learning strategy of ipgm teacher trainees / wan muhaimin wan ahmad
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2013
url	https://ir.uitm.edu.my/id/eprint/14758/1/TM_WAN%20MUHAIMIN%20WAN%20AHMAD%20ED%2013_5.pdf
_version_	1783733318017089536

Tolerance of ambiguity and language learning strategy of IPGM teacher trainees / Wan Muhaimin Wan Ahmad

Similar Items