OOIR: Observatory of International Research

Papers

(The H4-Index of Assessing Writing is 20. 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 2021-06-01 to 2025-06-01.)

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	212
Book review	203
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	97
Editorial Introduction – AI, corpora, and future directions for writing assessment	84
Automated assessment of learner text complexity	65
Effects of a genre and topic knowledge activation device on a standardized writing test performance	39
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	37
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	34
Book review	32
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	32
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	31
Investigating the dimensions and determinants of children’s narrative writing in Korean	30
Dependency distance measures in assessing L2 writing proficiency	29
Exploring new insights into the role of cohesive devices in written academic genres	28
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	26
Assessing writing in fourth grade: Rhetorical specification effects on text quality	23
Insights into the cognitive processes of trained vs untrained EFL peer reviewers on writing: An exploratory study	22
Book review	21
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	21
Editorial	21
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	20
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	20
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	20