OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Second Language Writing is 3. 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 2020-05-01 to 2024-05-01.)

Article	Citations
Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?	103
Future selves, enjoyment and anxiety as predictors of L2 writing achievement	65
Exploring student engagement with peer feedback on L2 writing	49
Collaborative writing in face-to-face settings: A substantive and methodological review	37
Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms	36
L2 student engagement with automated feedback on writing: Potential for learning and issues of trust	32
Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis	32
Computer-mediated collaborative writing in L2 classrooms: A systematic review	30
Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective	27
Feedback-giving practice for L2 writing teachers: Friend or foe?	26
Understanding L2 writing teacher expertise	23
Syntactic and lexical features of adolescent L2 students’ academic writing	22
Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing	22
Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice	21
Teachers’ attempts at focused written corrective feedback in situ	21
English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany	21
Systemic functional linguistics, teacher education, and writing outcomes for U.S. elementary English learners: A review of the literature	18
The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers	18
Assessing collaborative writing in the digital age: An exploratory study	17
Interactional practices for online collaborative writing	17
What works may hurt: The negative side of feedback in second language writing	17
Working memory, executive functions, and emotional intelligence in second language writing	16
Verb argument construction complexity indices and L2 writing quality: Effects of writing tasks and prompts	16
Self-regulation and personality among L2 writers: Integrating trait, state, and learner perspectives	16
Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output	15

Investigating the interactions between L2 writing processes and products under different task planning time conditions	15
Decolonizing second language writing: Possibilities and challenges	15
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF	15
Collaborative writing in a Chinese as a foreign language classroom: Learners’ perceptions and motivations	14
Task closure and task complexity effects on L2 written performance	14
Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution	13
Challenging the connection between task perceptions and language use in L2 writing: Genre, cognitive task complexity, and linguistic complexity	12
Effect of strategy instruction on EFL students’ video-mediated integrated writing performance	12
How error types affect the accuracy of L2 error correction with corpus use	11
An investigation of the relationship between argument structure and essay quality in assessed writing	11
The effects of working memory and L2 proficiency on L2 writing	11
Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing	10
Investigating L2 writing through tutor-tutee interactions and revisions: A case study of a multilingual writer in EAP tutorials	10
Variability as predictor in L2 writing proficiency	10
A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach	10
A bibliometric analysis on L2 writing in the first 20 years of the 21st century: Research impacts and research trends	9
Manipulating texture and cohesion in academic writing: A keystroke logging study	9
Writing for scholarly publication in an interconnected disjunctured world	8
“Why can’t writing courses be taught like this fo real”: Leveraging critical language awareness to promote African American Language speakers’ writing skills	8
The effects of AWE and peer feedback on cohesion and coherence in continuation writing	8
The longitudinal development of second language writers’ metacognitive genre awareness	7
Elements of doctoral apprenticeship: Community feedback and the acquisition of writing expertise	7
Video and text feedback on ESL writing: Understanding attitude and negotiating relationships	7
English writing pedagogy at the crossroads: The case of Oman	7
Stories behind the scenes: L2 students’ cognitive processes of multimodal composing and traditional writing	7
Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach	7
Tracing EFL writers’ digital literacy practices in asynchronous communication: A multiple-case study	6
The affordances and contradictions of AI-generated text for writers of english as a second or foreign language	6
The potential power of play in second language academic writing	6
ICT-enabled informal learning in EFL writing	6
From the other side of the desk: Supervisors’ perceptions of supervisory feedback	6
Literacy and literacy practices: Plurilingual connected migrants and emerging literacy	5
Emergence of multiple groups of learners with different writing-development trajectories in classroom: Growth mixture modeling	5
On the disciplinary identity of second language writing	5
Development of a test taker-oriented rubric: Exploring its usefulness for test preparation and writing development	4
The semiotics of writing: How adult L2 learners with emergent literacy make meaning in assessment texts through writing	4
Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study	4
“What I Mean Is…”: The role of dialogic interactions in developing a statement of teaching philosophy	4
Expertise in L2 writing instruction: The road less travelled	4
The assessment of memes as digital multimodal composition in L2 classrooms	4
Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics	4
Book review	3
The Disciplinary Identity of Second Language Writing	3
Socialization into English academic writing practices through out-of-class interaction in individual networks of practice	3
Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance	3
Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education	3
Nominal expansion in L2 adolescent writing: Functions and realizations of clausal embedding in argumentative texts	3
Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale	3
L2 collocation profiles and their relationship with vocabulary proficiency: A learner corpus approach	3
Adult L2 writers with emergent literacy: Writing development and pedagogical considerations	3

Writing practices of recently immigrated adolescent emergent writers: A study from a language introductory school in Sweden	3
Multilingual academic genre knowledge: Insights from a mixed-method study of post-graduate students in Kazakhstan	3