Emotional Intelligence, Tolerance of Ambiguity, and Language Learning Strategies Use of EFL Learners: A Study of Relations

Abstract

Abstract. The present study aimed at investigating the relationship among EFL learners’ emotional intelligence, tolerance of ambiguity, and language learning strategies use. The data was collected from 75 EFL senior undergraduate students majoring in English regarding the relationship among their emotional intelligence, tolerance of ambiguity, and language learning strategies use. To this end, three instruments of Emotional Intelligence Scale (Schutte et al., 1998), Tolerance of Ambiguity Scale (Ely, 1989), and Strategy Inventory for Language Learning (Oxford, 1990), with the focus on metacognitive, affective and social strategies, were administered. The results demonstrated there was no significant relationship between emotional intelligence and tolerance of ambiguity. But emotional intelligence was found to have a significant positive relationship with metacognitive, affective, and social learning strategies use. Moreover, tolerance of ambiguity was revealed to bear no significant relationship with the use of metacognitive and affective strategies, but its relationship with social strategies use was significantly negative. The existence or non-existence of any relationship provides the audience with some implications at the end.