
Dominique Vola AmbinintsoaKanda University of International Studies · Self-Access Language Center
Dominique Vola Ambinintsoa
Doctor of Philosophy
About
22
Publications
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Introduction
I am a senior learning advisor and lecturer at Kanda University of International Studies in Chiba, Japan. I am also a graduate instructor and advisor educator. In addition to teaching and advising, I am an associate editor of SISAL journal and co-managing editor of the Research Institute for Learner Autonomy Education’s Relay Journal. My research includes diverse areas related to learner autonomy, such as self-regulated learning, learning beyond the classroom, and self-access language learning.
Publications
Publications (22)
This article reports on a two-phased research study on the promotion of learner autonomy conducted in a teaching college in Madagascar. Phase one aimed to help English as a Foreign Language (EFL) pre-service teachers improve their writing and simultaneously develop their self-regulated learning (SRL) skills through journal writing in a bespoke nine...
Positive psychology, which focuses on well-being and aims to promote flourishing (Seligman, 2011), has its relevance in language learning. Promoting a positive learning environment and highlighting positive experiences can impact students’ perspectives and beliefs with regards to learning (MacIntyre & Ayers-Glassey, 2022; Seligman, 2019). Integrati...
This edited volume contains some of the very latest research and ideas in the field of language learner autonomy. The volume is based on the idea of unity in diversity and contains chapters in both English and Spanish, representing ideas from different linguistic, cultural, political, and educational contexts. The 16 chapters present research and p...
In this chapter, we report on a study using what we refer to as ‘reflection intervention’ (RI), aiming to raise students’ awareness of the importance of reflection on their language learning and to give them support and guidance to reflect so that they can eventually take charge of their own learning and develop autonomy. We investigated the effect...
This chapter will look at how peer collaboration in language learning can be promoted by focusing on a particular Self-Access Center (SAC) which aims to help university students develop their learner autonomy. Used to teacher-controlled learning in their secondary school classes, many Japanese students can find it difficult to become autonomous lea...
Language learning is a long-term process involving positive and negative emotions (MacIntyre & Ayers-Glassey, 2022), which can fluctuate depending on many factors, such as test scores, classroom interactions, performances, classroom activities, and teacher feedback. While it is not possible to avoid or eradicate negative emotions (and this is not o...
(English follows German.)
In diesem Papier wird darüber berichtet, wie Lernende während der COVID-19-Situation bei der Entwicklung der Autonomie beim Sprachenlernen an einer Universität in Japan unterstützt wurden. Die Universität hat sich auf den Fremdsprachenunterricht spezialisiert und verfügt über ein Self-Access Learning Center (SALC), das ver...
In this paper, the three authors—a teacher and two student teachers (STs)—highlight the importance
of learners’ agency in learning beyond the classroom (LBC), drawing on the STs’ LBC experiences as EFL
learners in Madagascar. Through narrative accounts in the form of vignettes, the STs share their language
learning histories (LLHs) beyond the class...
Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing extends the burgeoning scholarly conversation regarding the role of writing in lifelong and lifewide learning. The collection introduces higher education faculty, staff, and administrators to research on how all members of a campus community can prepare learners to be e...
Reflection is key to developing learner autonomy in language learning. My role as a learning advisor is to promote reflection to my advisees through different advising strategies and tools. Inspired by my advisees’ questions in our advising sessions, I started to practice self-reflection on my own language learning using advising tools. In this pra...
This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multi-disciplinary and it is necessary to revisit SALC mission stat...
The field of self-access has spanned 50 years, and in this report, the authors give a brief overview of a recent event organized by the Research Institute for Learner Autonomy Education (RILAE) with the theme of ‘Landmarks in self-access’. The authors also make reference to some landmark and recent publications in learner autonomy and self-access t...
In this paper, the researchers provide a summary of how learners are supported in developing self-directed learning skills at a university in Japan that specializes in teaching foreign languages. The researchers describe an elective course specifically designed to help learners to set goals, choose resources, consider strategies, make a learning pl...
In 2020, the COVID-19 pandemic created disruption in many of the institutions we regularly rely on, including universities. While disruption may often bring with it a myriad of possible pitfalls, it affords potential opportunities for change and development by reflecting on and modifying practices. In this article, a group of learning advisors and...
The role of a learning advisor (LA) in a self-access centre (SAC) is to help learners develop their learner autonomy (Carson & Mynard, 2012), defined as “the capacity to control over [their] learning” (Benson, 2011, p. 2). To develop such a capacity, learners need to be aware of their learning. With the aim to help learners, a learning advisor uses...