OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Second Language Writing is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-12-01 to 2025-12-01.)

Article	Citations
Editorial	146
Task repetition and L2 written performance: A meta-analysis	65
Past JSLW Editor Rosa M. Manchón speaks: Ilona Leki & Tony Silva’s invitation to co-edit the journal—my reflection	48
Expertise in L2 writing instruction: The road less travelled	46
Book Review	46
Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing	46
Generative AI: Same same but different?	43
Generative artificial intelligence and second language writing	41
Book review	34
Grammatical complexity: Insights from English for academic purposes teachers	32
The effects of incorporating mindset intervention in L2 English writing on Chinese college EFL students’ learning engagement and writing performance	32
Book review	30
Book Review	30
The effects of task complexity on second language writing processes and products in computer-assisted collaborative writing	27
Editorial Board	27
Is corrective feedback during telecollaboration beneficial? The effects of peer and teacher corrections on L2 writing proficiency	27
Selected bibliography of recent scholarship in second language writing	27
Editorial Board	26
Selected bibliography of recent scholarship in second language writing	26
The gold standard for the teaching profession: A rejoinder	25
From the other side of the desk: Supervisors’ perceptions of supervisory feedback	23
Book review	23
Book review	20
Introduction to the special issue: Critical Language Awareness (CLA) as a lens for looking backward, outward, and forward in Second Language Writing	19
Critical language awareness and English for Research Publication Purposes	17

Connecting source use and argumentation in L2 integrated argumentative writing performance	16
Editorial Board	16
Editorial Board	15
CLA and WPA: A justice-oriented approach to writing program administration	15
Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach	14
Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland	14
Book review	14
Book review	13
Editorial Board	13
Book review	13
AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments	13
Book Review	13
“It can be a very equalizing way to grade”: Contract grading and multilingual writers	12
Task evolution in English for Academic Purposes writing materials: The case of “Information Transfer” to “Critical Commentary”	12
Getting a grip on the writing process: (Effective) approaches to write argumentative and narrative texts in L1 and L2	12
To grade is not to grade?: Exploring ungrading in the teaching of L2 writing	12
JSLW editorial for March 2025	12
Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement	12
Transpacific telecollaboration and L2 writing: Influences of interpersonal dynamics on peer feedback and revision uptake	11
Tunnel, teapot, mermaid, ghost: Creative-critical practice as critical language awareness	11
Book review	10
Teachers’ conceptualizations of digital multimodal composing in L2 writing	10
An argument for globalized L2 writing methodological innovation	10
Translanguaging with generative AI in EFL writing: Students’ practices and perceptions	10
Editorial	9
The development and validation of a scale on student AI literacy in L2 writing: A domain-specific perspective	9
Beyond models: SLW teachers’ pedagogical knowledge and instructional practices with mentor texts	9
Scholarly trends and representations of L2 writers in second language writing: A corpus-assisted discourse study	9
Book review	8
The need for critical digital literacies in generative AI-mediated L2 writing	8
Ungrading as an assessment philosophy: Reliability, validity, and practicality	8
Book Review	8
Developing and evaluating an empirically-based diagnostic checklist for assessing second language integrated writing	8
Book review	8
Editorial Board	8
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF	8
Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies	8
The effects of completing collaborative or independent writing on the development of language use in individual writing	7
A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach	7
Introduction to JSLW’s 30th anniversary special issue	7
The role of communicative purpose in describing and interpreting lexico-grammatical variation in L2 writing	7
Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education	7
Towards a GELT-informed pedagogy for multilingual writing: Expanding Tardy’s case	7
Book Review	7
Book Review	7
Selected bibliography of recent scholarship in second language writing	7
JSLW@30: The founders & past editors speak	7
Promoting second language writing autonomy through digital multimodal composing	7
The value of models to support students' voice in middle school social studies argument writing	6
Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale	6

Editorial Board	6
Developing L2 writing abilities through an instructional enrichment program informed by dynamic assessment	6
A measure of EFL argumentative writing cognitive load: Scale development and validation	6
The affordances and contradictions of AI-generated text for writers of english as a second or foreign language	6