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All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial
Hussien Jawad Abdulridha
Al-Zahraa University for Women
Humanities Education Environmental Science Social Sciences

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Investigating the relationship between test anxiety and ambiguity tolerance on EFL learners’ performance in written classroom assessment Hussien Jawad Abdulridha; Umulbaneen Alaulddin Salih; Wrood Hashim Altaai; Ruqayay Raad Kadhim; Raneem Hussein Aliwi; Zainab Ali Adnan Abdul-Hur
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 6 No. 3 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063.v6.i3.2026.2

Abstract

This study examined the relationships between test anxiety, ambiguity tolerance and written classroom assessment performance among EFL university students. The data were gathered using Westside Test Anxiety Scale and Second Language Ambiguity Tolerance Scale along with a 15-mark written classroom assessment. Descriptive statistics were used to report the means and ranges of test anxiety and ambiguity tolerance; the results showed that most students reported high levels of test anxiety and that the levels of ambiguity tolerance varied. Correlational analyses indicated a small but statistically significant negative correlation (r = −.25, p < .05) between test anxiety and tolerance for ambiguity. Multiple regression analysis indicated that the combination of test anxiety and ambiguity tolerance explained 36% of the variance in written assessment performance (R² = .36). Finally, test anxiety was found to be a statistically significant negative predictor of students' written assessment scores, while ambiguity tolerance was a statistically significant positive predictor. Notably, students who achieved the highest scores exhibited the lowest levels of test anxiety and the highest levels of ambiguity tolerance. The results indicate that both emotional and cognitive factors are important predictors of written English as a Foreign Language (EFL) assessment performance.
A Probabilistic Inductive Model for Translation Error Analysis among EFL Learners through Al-Sadr’s Induction Theory Hussien Jawad Abdulridha; Hussien Jawad Abdulridha; Anwar Al-Zahraa Firas
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 11 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i11.2026.1

Abstract

This quasi-experimental study investigated the prediction of recurrent translation errors among EFL learners using a Bayesian probabilistic model within the framework of Sayyid Muhammad Baqir Al-Sadr’s theory of probabilistic induction. 65 university students participated in the study, completing two translation tests to examine the recurrence of ten types of translation errors under similar linguistic conditions. The results of Test 1 showed that grammatical errors were the most frequent (31.8%), spelling errors (28.8%) and semantic errors (19.4%). Similar trends were also evident in Test 2; however, the frequency of semantic errors decreased slightly (from 19.4% to 16.3%) compared with Test 1, while contextual errors (from 8.0% to 11.6%) and terminology errors (from 2.4% to 6.4%) each showed a moderate increase. Idiomatic, cultural and omission/addition error frequencies remained low. The Bayesian model performed reasonably well as a predictive tool. It was able to demonstrate high levels of predictive consistency by providing close correspondence between the predicted probability of an error occurring and its observed frequency on the second translation task. The findings suggest that recurrent translation errors can be interpreted as predictable probabilistic patterns rather than isolated learner deviations. The study concludes that integrating Bayesian reasoning with Al-Sadr’s probabilistic induction theory may help instructors predict learner difficulties and design more effective pedagogical interventions in teaching.
Co-Authors Anwar Al-Zahraa Firas Hussien Jawad Abdulridha Raneem Hussein Aliwi Ruqayay Raad Kadhim Umulbaneen Alaulddin Salih Wrood Hashim Altaai Zainab Ali Adnan Abdul-Hur