The role of ambiguity tolerance in English as foreign language learners' interpretation and uptake of indirect corrective feedback

This literature review explores the complex and significant role of ambiguity tolerance in English as a Foreign Language (EFL) learners’ interpretation and uptake of indirect corrective feedback. Ambiguity tolerance, commonly defined as the ability to effectively process uncertain, vague, or unclear input, has been identified as a significant individual difference that affects various aspects of second language acquisition. Indirect corrective feedback, which is characterized by subtle, nuanced, and implicit forms of error correction, requires learners to actively interpret, analyze, and respond to potentially ambiguous linguistic cues. The review synthesizes findings from multiple recent empirical studies and relevant theoretical discussions to highlight how ambiguity tolerance influences learners’ capacity to notice, interpret, and successfully utilize indirect feedback in their ongoing language development process. Implications for classroom-based language teaching practices and pedagogical decision-making, as well as directions for future research, are also discussed. The review emphasizes the importance of carefully considering individual learner differences in the design and delivery of feedback in order to optimize overall language learning outcomes.

کلیدواژه ها:

Ambiguity tolerance ، Indirect corrective feedback ، EFL learners ، Feedback interpretation ، Feedback uptake ، Second language acquisition ، Individual differences