摘要：This study aimed to explore tolerance of ambiguity (AT) of a group of tertiary level Turkish EFL learners at a state university in Turkey. To do this, 188 preparation year students were administered a Second Language Tolerance of Ambiguity Scale with some demographic questions. Statistical analysis indicated students on average have lower tolerance for ambiguity in the process of learning, with female students reporting less tolerance than male students. Students’ AT, their self-perceived success, and strategy training they received correlated significantly. Suggestions for further research and classroom practice are offered in the light of the findings and current literature.
