Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners

Haishan Li,Qingshun He

doi:10.5539/elt.v9n6p213

Abstract

<p>Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners’ ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English ambiguities and are more reliable on the tactile and kinesthetic learning styles than on visual and auditory styles, (2) most Chinese EFL learners have more than one learning style preferences, (3) significant gender difference exists in ambiguity tolerance, but not in perceptual learning style preferences, and (4) the four perceptual learning styles are significantly correlated with ambiguity tolerance and the auditory learning style would exert more influence on ambiguity tolerance than the visual, tactile and kinesthetic learning styles.</p>

Highlights

Ambiguity tolerance and perceptual learning styles are the two crucial topics in studying individual differences associated with learning
The findings include (1) the learners are sensitive to English ambiguities and are more reliable on the tactile and kinesthetic learning styles than on visual and auditory styles, (2) most Chinese EFL learners have more than one learning style preferences, (3) significant gender difference exists in ambiguity tolerance, but not in perceptual learning style preferences, and (4) the four perceptual learning styles are significantly correlated with ambiguity tolerance and the auditory learning style would exert more influence on ambiguity tolerance than the visual, tactile and kinesthetic learning styles
It can be concluded that the auditory learning style influences ambiguity tolerance more than the other three learning styles even though all the four perceptual learning styles are significantly correlated with ambiguity tolerance

Summary

Introduction

Ambiguity tolerance and perceptual learning styles are the two crucial topics in studying individual differences associated with learning. This research is intended to look into Chinese EFL learners’ ambiguity tolerance and their major perceptual learning styles, and to explore the relationship between ambiguity tolerance and the four types of perceptual learning styles. For this purpose, this paper will answer the following two questions: (1) What is the relationship between Chinese EFL learners’ ambiguity tolerance and perceptual learning styles? (2) Is there any significant gender difference in ambiguity tolerance and perceptual learning styles? This paper will answer the following two questions: (1) What is the relationship between Chinese EFL learners’ ambiguity tolerance and perceptual learning styles? (2) Is there any significant gender difference in ambiguity tolerance and perceptual learning styles?

Methods

Results

Discussion

Conclusion