The role of tolerance of ambiguity (TA) in second language acquisition (SLA) has garnered significant attention due to its impact on language learning processes. Defined as the ability to accept and manage uncertainty in unfamiliar or unclear situations, TA plays a critical role in how learners navigate complex linguistic and cultural contexts. The variability of TA in foreign language education is influenced by multiple factors, and its effects on SLA are diverse. Therefore, an understanding of its potential impacts on language learning is essential. The degree of tolerance varies among individuals, influenced by factors such as cognitive style, personality, cultural background, and language proficiency. This study focuses specifically on the potential variability of TA with respect to the length of study and foreign language competence, investigating TA changes over time. Specifically, the study examines whether learners transition from tolerance to intolerance (TA → IA) or vice versa (IA → TA) as their studies progress. By analyzing these shifts in relation to the length of study and observed language competence, the research aims to provide insights into the nature of TA and its role in SLA.

This longitudinal study, conducted from September 2022 to March 2025, utilizes quantitative research methods, specifically the administration of a tolerance of ambiguity (TA) questionnaire and grammar test (FoFs) results. The study sample comprised full-time students enrolled in the Japanese Language and Culture major at Comenius University in Bratislava. Data were gathered throughout the study to explore changes within the sample over time and to analyze the correlations between the operationalized variables under investigation.

The present study offers a preliminary set of findings that constitute a segment of a more extensive research project on TA in the context of second language acquisition, specifically focusing on the learning of Japanese language within the context of guided Japanese language learning in a tertiary education setting. The descriptive aim of the research is to provide a group profile of learners across different stages of their Japanese language learning (beginner, intermediate, advanced), highlighting variations in TA and its relationship with language proficiency. We argue that understanding the processes involved in language acquisition, as well as the factors influencing these processes, is crucial for applying contemporary trends in linguodidactics. Such knowledge can inform instructional practices and ultimately enhance the successful acquisition of foreign language skills among students.

Keywords: Learning process, tolerance of ambiguity, variability, length of SL study, foreign language competence, foreign language education.