Abstract

The current study is an attempt to investigate whether any statistically significant relationship existed between Iranian EFL learners' ambiguity tolerance (AT) and their reading strategy use. To this end, three instruments of Survey of Reading Strategy (Mokhtari & Sheorey, 2002), Second Language Ambiguity Tolerance Scale (Ely, 1995), and a reading test were administered to 114 (60 female and 54 male) intermediate level EFL learners of Iran Language Institute. The results of data analyses indicated that no statistically significant relationship existed between participants' AT and their overall reading strategy use. Also no statistically significant relationship existed between participants' AT and their use of Global, Problem Solving, and Support subscales of reading strategy. Further, the results revealed a statistically significant and positive relationship between AT and reading comprehension scores of the participants. Regarding findings of the study, pedagogical implications were presented for teachers and materials developers in the field of EFL teaching/learning.

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