The Impact of Self-assessment of EFL Learners' Tolerance of Ambiguity

Tolerance of ambiguity has been an important focus of educational practices and research for more than three decades. The present paper investigated the possibility that there might be an impact of self-assessment on Iranian intermediate EFL learners' tolerance of ambiguity and language proficiency. Therefore, two groups each with 20 EFL intermediate learners served as the experimental and control groups. In the experimental group, self-assessment was practiced. While the participants of control group, just received traditional evaluation. Ely (1995) Ambiguity Tolerance Questionnaire (ATQ) was administered as the measure of learners' tolerance of ambiguity. The results of the study indicate that learners' tolerance of ambiguity increases as the effect of self-assessment. Self-assessment can also affect the learners' proficiency in general.