Abstract：
In the realm of language education, the influence of learners\' personality traits on their educational outcomes within novel instructional frameworks has gained prominence, prompting an exploration into the effects of ambiguity tolerance on grammar acquisition among English as a Foreign Language (EFL) students. This study investigates the impact of learners\' personality traits on their learning outcomes in innovative instructional models, such as flipped and blended classes. A sample of 120 EFL students was divided into four comparative groups and two control groups based on their proficiency and ambiguity tolerance (AT) scores. The study utilized a Learning Management System (LMS) to deliver instruction to the different groups. The blended group received a combination of online and face-to-face instruction, while the flipped group received online instruction using the flipped approach. The control group received only face-to-face instruction. After a semester of instruction, a posttest on grammar learning was administered. The findings showed that the blended group performed better than the flipped and face-to-face groups in terms of grammar learning. The study also found no significant differences in grammar learning between high AT and low AT participants in the flipped and blended classes. However, high AT students in the face-to-face class demonstrated higher levels of success in grammar learning compared to low AT students.
摘要：
在语言教育领域，在新颖的教学框架内，学习者的人格特质对他们的教育成果的影响越来越突出，促使探索歧义容忍度对英语作为外语（EFL）学生语法习得的影响。本研究调查了学习者的人格特质对他们的学习成果的创新教学模式的影响，如翻转和混合类。根据他们的熟练程度和歧义容忍度（AT）分数，将120名EFL学生的样本分为四个比较组和两个对照组。该研究利用学习管理系统（LMS）向不同的小组提供指导。混合小组接受了在线和面对面指导的组合，而翻转小组则使用翻转方法接受在线指导。对照组只接受面对面的指导。经过一个学期的指导，进行了语法学习后测。研究结果表明，在语法学习方面，混合组的表现优于翻转组和面对面组。该研究还发现，在翻转和混合课程中，高AT和低AT参与者之间的语法学习没有显着差异。然而,与低AT学生相比，面对面班的高AT学生在语法学习中表现出更高的成功水平。
