Toward the Role of Iranian EFL Learners’ Academic Engagement and Their Tolerance of Ambiguity in Predicting EFL Learners’ Willingness to Communicate

Academic engagement, tolerance of ambiguity, and willingness to communicate are each recognized as important contributors to second-language learning as they are correlated with many individuals, cognitive, meta-cognitive, and social constructs, yet their combined influence is not well understood from a pedagogical perspective in the Iranian EFL context. This study investigates how academic engagement and tolerance of ambiguity jointly predict Iranian EFL learners’ willingness to communicate. Using a quantitative design, data were collected from ۲۷۳ Iranian EFL learners using three validated instruments: the Academic Engagement Scale, the Second Language Tolerance of Ambiguity Scale, and the Willingness to Communicate Questionnaire. Pearson correlation analyses revealed positive relationships among the three constructs. Multiple regression analysis indicated that academic engagement and tolerance of ambiguity together explained ۳۵% of the variance in WTC. These findings underscore the meaningful roles of engagement and ambiguity tolerance in second-language development. The paper closes with recommendations for EFL instructors, learners, and materials designers.

کلیدواژه ها:

Academic Engagement ، EFL learners ، Multiple Regression Analysis ، Tolerance of Ambiguity ، Willingness to Communicate