Researcher basic information

• Ph.D, The University of Melbourne, Apr. 2020

• https://researchmap.jp/makoto_abe?lang=en

• https://jglobal.jst.go.jp/detail?JGLOBAL_ID=201801000923429199

• 201801000923429199

• Second Language Pragmatics
• Second Language Writing
• Computer-Assisted Language Learning
• Computer-mediated communication

• Humanities & Social Sciences, Foreign language education

• Master's degree program, Graduate School of International Media, Communication, and Tourism Studies
• Doctoral (PhD) degree program, Graduate School of International Media, Communication, and Tourism Studies

Research activity information

• A holistic approach to pragmatic development of discussion starters in L2 online forums
  Makoto Abe
  Applied Pragmatics, John Benjamins Publishing Company, 13 Mar. 2026, [Peer-reviewed]
  Scientific journal, Abstract
  
  This article examines pragmatic development in L2 online forum discussions. The data was gathered from learners’ text-based discussions of weekly reading materials in a fully online course of L2 English at a Japanese university. Information solicitation acts in thread-opening posts emerged as a trackable pragmatic feature. An examination of 38 thread-opening posts revealed that as a general trend, students who started discussions tended first to solicit knowledge, and later to solicit opinions instead. Investigations into several discussion starters who created a thread multiple times showed more opportunities for increasing linguistic repertoire for opinion solicitation. Some discussion starters showed routinization of solicitation strategies, and they tried new strategies, such as soliciting both opinions and knowledge in one post, but ended up never using such a strategy consistently. Some strategies were also found in a forum-specific element such as the subject line. The current study emphasizes the significance of the use of different epistemological stances of speech-act and interactional approaches to L2 pragmatics based on a holistic view to aim at changing and improving instructional design.
• Topic management in L2 task-based written interactions
  Makoto Abe
  Language Learning & Technology, 27, 1, 1, 18, Feb. 2023, [Peer-reviewed]
  English, Scientific journal
• Interactional practices for online collaborative writing
  Makoto Abe
  Journal of Second Language Writing, 49, 100752, 100752, Elsevier {BV}, Sep. 2020, [Peer-reviewed]
  Scientific journal
• Task Closings in L2 Text-Chat Interactions: A Study of L2 Interactional Competence
  Makoto Abe; Carsten Roever
  CALICO Journal, 37, 1, 23, 45, Equinox Publishing, 2020, [Peer-reviewed]
  Scientific journal
• L2 interactional competence in asynchronous multiparty text-based communication: study of online collaborative writing
  Makoto Abe
  Computer Assisted Language Learning, 1, 25, Informa {UK} Limited, May 2019, [Peer-reviewed]
  Scientific journal
• Interactional competence in L2 text-chat interactions: First-idea proffering in task openings
  Makoto Abe; Carsten Roever
  Journal of Pragmatics, 144, 1, 14, Elsevier {BV}, Apr. 2019, [Peer-reviewed]
  Scientific journal
• Scaffolding and knowledge co- construction in collaborative L2 writing
  Makoto Abe
  Learning Learning, 17, 1, 7, 15, 2010, [Peer-reviewed]
  English

• Assessing Coherence in an English Essay Focusing on Lexical Cohesion
  阿部 真, 独協大学英語研究, 76, 1, 10, Feb. 2015
  独協大学外国語学部英語学科, Japanese
• An Analysis of Reflective Comments in English Reading Classes Using Text-Mining
  阿部 真, 情報学研究 = Journal of informatics, 3, 164, 168, Jan. 2014
  獨協大学情報学研究所, Japanese
• An Attempt to Analyze the Effectiveness of Proficiency-Based Paragraph-Writing Instruction : Possibility of Pre-Instructional Assessment of Writing Process
  阿部 真, 独協大学英語研究, 73, 17, 31, Oct. 2013
  独協大学外国語学部英語学科, Japanese
• The Effectiveness of Collaborative Writing in English Classes : Focusing on Learners' Attitude and Written Product
  阿部 真, 獨協大学外国語教育研究所紀要 = Dokkyo journal of language learning and teaching, 2, 3, 14, 2013
  獨協大学外国語教育研究所, Japanese
• Collaborative Writing in College English Education : A Grounded Theory Approach
  ABE Makoto; YAMANISHI Hiroyuki, Language Education & Technology, 50, 0, 93, 117, 2013
  In the field of language learning, a number of studies have revealed the positive effects of implementing collaborative learning in L2 writing classrooms. However, an in-depth analysis of the collaborative writing process has rarely been researched in English as a foreign language (EFL) settings. The current study investigates the nature of Japanese EFL learners' collaborative writing using three staged tasks of (1) writing, (2) reviewing, and (3) revising. Six pairs of 12 learners were asked to collaboratively (1) describe the four-frame picture discussing what to write, (2) review their own text discussing what they noticed by comparing it with the model text, and (3) revise their text. The students' verbal protocol was analyzed using the Grounded Theory Approach, and the participants' collaborative writing behavior was grouped into several categories such as organizing a text, problem-solving, interpreting a model text, referring to a model text, and revising. The result further reveals that both the learners' problem-solving in the writing stage and their references to the model text were categorized into three sub-categories: lexis, form, and content. The results suggest that the learners can solve more lexical problems by themselves than problems in form (e.g., grammar)., The Japan Association for Language Education and Technology, Japanese
• PA-111 協働的英語ライティングの効果検証 : 協力・補助・相違の3観点から(教授・学習,ポスター発表)
  阿部 真; 山西 博之, 日本教育心理学会総会発表論文集, 54, 0, 111, 111, 2012
  一般社団法人 日本教育心理学会, Japanese
• P3-59 大学での段階別英作文指導における協働学習の効果(教授・学習,ポスター発表)
  阿部 真; 山西 博之, 日本教育心理学会総会発表論文集, 53, 0, 299, 299, 2011
  一般社団法人 日本教育心理学会, Japanese
• An analysis of collaborative dialogues in educational consultation : How can university students resolve problems about their studies?
  ABE Makoto, Journal of Poole Gakuin University, 50, 175, 187, Dec. 2010
  This paper reports how students can collaboratively resolve their problems about their studies in educational consulfation. Two male students and three female students discussed what their troubles in preparing for the teaching staff examination which they had to undertake in near future and their discussion was audiotaped and transcribed. The KJ method, developed by a Japanese ethnologist, Jiro Kawakita, was used to create novel and different viewpoints. Their verbal protocols were segmented into meaningful idea units and categorized them into four groups, the problems regarding "university", "teachers", "classmates", and "students themselves". The result revealed each category included unique subcategories and they were complicatedly structured, resulting in students'conficts between their desires and realities. However, the data showed that the students attempted to resolve their problems using a number of interactional moves such as initiating discussion, posing questions, explaining, agreeing, disagreeing, putting idears together, and then co-constructed their knowledge. Pedagogical implications for collaborative learning were also discussed in terms of what a teacher's role is in developmental education., プール学院大学, Japanese
• Noticing lexical aspects in comparison of learners' output and sample answers : Using L2 writing tasks
  ABE Makoto, Journal of Poole Gakuin University, 49, 155, 168, Dec. 2009
  Acquiring L2 writing skills is time-consuming. A challenge for English teachers working on writing courses is to find methods for teaching writing more efficiently and encouraging students to practice writing autonomously. Using the data from Abe (2008), who explored how Japanese learners of English used sample answers for writing tasks as a feedback tool, the study focused lexical aspects they noticed.The participants in the present study were 14 Japanese ESL learners (seven advanced and seven intermediate learners). After completing two writing tasks (descriptive and argumentative essays), the participants were asked to think aloud what they noticed as they compared the two texts. The verbal protocol data revealed that there were two different types of noticing and the difference were caused by learners' proficiency and writing modes for writing tasks. Several pedagogical implications for L2 writing instructors are also discussed., プール学院大学, Japanese

• 国際広報メディア・観光学研究, 2024年, 修士課程, 国際広報･観光 ＭＣ
• 言語情報処理論演習, 2024年, 修士課程, 国際広報メディア・観光学院
• 言語とコミュニケーション, 2024年, 修士課程, 国際広報メディア・観光学院
• 特別演習（言語研究実践）, 2024年, 修士課程, 国際広報メディア・観光学院
• 教科教育法（英語Ⅲ）, 2024年, 学士課程, 教育学部
• 英語Ⅰ, 2024年, 学士課程, 全学教育
• 英語Ⅰ, 2024年, 学士課程, 全学教育
• 英語Ⅱ, 2024年, 学士課程, 全学教育
• 英語Ⅲ, 2024年, 学士課程, 全学教育
• 英語Ⅳ, 2024年, 学士課程, 全学教育
• 英語再履修, 2024年, 学士課程, 全学教育
• 人間と文化, 2024年, 学士課程, 全学教育

• Action research in a blended course for English writing
  Grants-in-Aid for Scientific Research
  Apr. 2024 - Mar. 2027
  阿部 真
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), Hokkaido University, 24K04048
• 大学生による協働的ライティング活動：協働に対する認識の変化と指導効果の検証
  科学研究費助成事業
  01 Apr. 2014 - 31 Mar. 2016
  阿部 真; 山西 博之
  本研究の目的は，大学の英語指導における協働的ライティング活動，すなわち，ペアワーク・グループワークに対する学習者の認識を調査することである。「高い学習効果」「学習効率への懸念」「協働の楽しさ」という3因子モデルで構成される質問紙を開発した平成26年度に引きづつき，平成27年度では，前期においては協働的ライティング活動に適したタスクの作成を，後期においては協働的ライティングのタスクを大学生ペアに実施してもらい，その前後に質問紙調査を実施した。タスクに関しては，collaborative writing, pair interaction, peer learningなどに関する文献や，TOEFL，IELTS，PTEなどの既存の英語テストのタスクなどの分析を通して，複雑なイメージ図（例えば水力発電のメカニズムなど）を描写するタスク，emailを書くタスク，掲示板に書き込みをするタスクの3種類が開発された。タスクと質問紙調査の実施に関しては，習熟度の異なる48人の日本人英語学習者が同じ習熟度の学習者とペアを組んで参加し，3回の協働的ライティングタスクを完了し，その前後に質問紙に回答した。質問紙調査の結果は，習熟度の低い学習者の方が高い学習者に比べて協働的ライティングの学習効果があるという認識と，協働することが楽しいという認識のそれぞれが高いのに対し，習熟度の高い学習者の方が学習効率における懸念が高いことがわかった。また，習熟度を問わず，協働的ライティング活動前よりも後の方が，協働の学習効果と楽しさについての認識が高まったのに対し，協働に対する懸念に対する大きな変化はなかった。本年度の研究により，学習者の習熟度，協働的ライティングに対する認識の高さ，その認識の高まりの程度の間の関係の一端が明らかになり，認識の変化に関する今後の詳細な調査に向けての足がかりが得られた。
  日本学術振興会, 基盤研究(C), 獨協大学, 26370704
• English Writing Activities Using Peer Learning: Noticing of the Language and the Role of Model Text
  Grants-in-Aid for Scientific Research
  2010 - 2012
  ABE Makoto; YAMANISHI Hiroyuki
  This study investigated how English learners can collaboratively write English texts and how they can be involved in problem-solving behavior. In the 2010academic year, the participants’ dialogues observed in the three states (composing, reviewing, and revising) were analyzed to explore their collaborative behavior. Duringthe academic years 2011 and 2012, a questionnaire has been developed and modified using the categories emerged in the first year, to deeply explore the characteristics of learners’ collaborative writing processes and resulting written products.
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), 22520602