The aims of the current research are threefold. Firstly, to investigate the relationship between second language self-efficacy (SLSE) and second language tolerance of ambiguity (SLTA) among Saudi L2 learners at two levels of specificity; general and domain-specific. Secondly, to examine the change that takes place in second language writing self-efficacy (SLWSE), tolerance of ambiguity (SLWTA), and the interaction between them over time and what factors contribute to it. Finally, to apply a relatively new dynamic systems theory (DST) perspective for the interpretation of research findings with the aim of obtaining a holistic view of the currently investigated areas. To that end, participants were asked at the outset of the study to complete two general questionnaires that assess their general senses of perceived self-efficacy in learning English, Questionnaire of English Self-Efficacy (QESE) developed by Wang and Pape (2005), and assess their tolerance of ambiguity in relation to their English language learning, Second Language Tolerance of Ambiguity Scale (SLTAS) developed by Ely (1989). In the second phase of the research, data were collected at different timescales using domain-specific questionnaires, SLWSES which was developed from Shell, Murphy and Bruning (1989) and SLWTAS which was developed from Ely (1989). Along with that, every time participants completed their domain-specific questionnaires, they were asked to write an essay to explain their evaluations, elaborate on their responses and to give examples to support their choices. The findings of this research fill in the gap in SLA literature by indicating a significant correlation between SLSE and SLTA. Additionally, results reveal that the interaction between SLWSE and SLWTA is dynamic, as it changes over time from being significant to not significant. Factors that contribute to these results were discussed. The study concluded with highlighting its implications, for both theory and practice, and outlining its limitations and recommendations for further research. (Author’s abstract)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
Almutlaq, Sana. (2018). Second language writing self-efficacy and tolerance of ambiguity : an investigation of their interactions and developmental change in the Saudi higher education context (Ph.D.). University of Salford College of Arts and Social Sciences، United Kingdom. تم استرجاعه من search.shamaa.org .