Exploring the relationship between tolerance of ambiguity and emotional intelligence in EFL contexts

Foreign language learning process has been influenced by various factors. How some factors affect foreign language learning in second language learning has become an important problem to be investigated. Emotional Intelligence (EI) and Tolerance of Ambiguity (TA) are among these factors. Thus, this study focuses on the concept of Emotional Intelligence and Tolerance of Ambiguity of foreign language learners. The aim of this study is to explain the relationship between Tolerance of Ambiguity and Emotional Intelligence within EFL contexts. Quantitative data collection technique was used in the study. Second Language Tolerance of Ambiguity Scale (SLTAS) and Emotional Intelligence Evaluation Scale were used in this study. Participants were selected from groups of students who took English courses according to their high school education. 145 students participated in the survey study. Descriptive analysis was done to determine EI level and TA level of the students. Independent samples t-test was used to determine the significant differences of gender on the variables. Correlation analyzes were used to test the relationship between variables, and regression analyzes were used to calculate the effect. In conclusion, the examination of the difference in Tolerance of Ambiguity and Emotional Intelligence according to gender indicated that gender did not have a statistically significant effect on the variables. However, there is a significant relationship between Tolerance of Ambiguity and Emotional Intelligence. According to this relationship, two variables affect each other at the same level. In the regression analysis performed on the detection of their relationship, it was determined that Emotional Intelligence had a significant effect on Tolerance of Ambiguity.