OOIR: Observatory of International Research

Papers

(The median citation count of Assessing 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 2021-08-01 to 2025-08-01.)

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	270
Book review	243
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	106
The relationship between executive functions, source use, and integrated writing performance	100
Effects of a genre and topic knowledge activation device on a standardized writing test performance	66
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	40
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	40
Book review	38
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	37
Editorial Introduction – AI, corpora, and future directions for writing assessment	34
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	33
Exploring new insights into the role of cohesive devices in written academic genres	31
Dependency distance measures in assessing L2 writing proficiency	30
Investigating the dimensions and determinants of children’s narrative writing in Korean	28
Assessing writing in fourth grade: Rhetorical specification effects on text quality	24
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	24
Editorial	23
Book review	23
Using Peerceptiv to support AI-based online writing assessment across the disciplines	23
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	22
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	22
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	21
Using ChatGPT for second language writing: Pitfalls and potentials	21
Using unfolding models to identify targeted feedback strategies for student writing	20
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	20

Editorial Board	19
Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks	19
Book review	19
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus	19
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy	18
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	18
Editorial	17
Writing productivity development in elementary school: A systematic review	17
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	17
Editorial - vol 55 Jan 2023	17
Book review	17
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	16
Performance prediction strengths of noun and verb phrases in L2 writing: Comparison of density and complexity variables	15
Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test	15
Connecting form with function: Model texts for bilingual learners’ narrative writing	15
Perceptions of the inclusion of Automatic Writing Evaluation in peer assessment on EFL writers’ language mindsets and motivation: A short-term longitudinal study	14
Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong	14
Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing	14
Cognitive validity evidence of computer- and paper-based writing tests and differences in the impact on EFL test-takers in classroom assessment	14
Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective	14
Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective	13
Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn	13
Editorial	12
Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective	12
Book review	12
Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811]	12
Assessing Korean writing ability through a scenario-based assessment approach	11
Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills	11
Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education	11
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	11
Editorial Volume 54	11
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	10
Investigating whether a flemma count is a more distinctive measurement of lexical diversity	10
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior	10
Developing and validating an analytic rating scale for a paraphrase task	10
Editorial Board	10
Comparing trained EFL peer reviewers’ feedback: From claim to reality	10
Editorial Board	10
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	10
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	10
Fostering student engagement with feedback: An integrated approach	10
A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports	10
The development and validation of a scale on L2 writing teacher feedback literacy	10
A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features	10
Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy	9
Book review	9
Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality	9
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	8
Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test	8
Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers	8

Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models	8
Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment	8
Navigating innovation and equity in writing assessment	8
Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays	8
Exploring the development of noun phrase complexity in L2 English writings across two genres	8
Shifting perceptions of socially just writing assessment: Labor-based contract grading and multilingual writing instruction	7
Linguistic, cultural and substantive patterns in L2 writing: A qualitative illustration of MisLevy’s sociocognitive perspective on assessment	7
What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard	7
Linguistic complexity in teachers' assessment of German essays in high stakes testing	7
Book review	7
Making things happen: A study of grammatical metaphors in L2 writing scripts	7
Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects	7
The predictive powers of fine-grained syntactic complexity indices for letter writing proficiency and their relationship to pragmatic appropriateness	7
Comparing computer-based and paper-based rating modes in an English writing test	6
Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions	6
Editorial	6
Trinka: Facilitating academic writing through an intelligent writing evaluation system	5
Book review	5
What is the nature of change in late elementary writing and are curriculum-based measures sensitive to that change?	5
Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective	5
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas	5
Editorial Board	5
A move analysis of Chinese L2 student essays from the sociocognitive perspective: Genres, languages, and writing quality	5
The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment	5
Promoting cognitive engagement with peer feedback through peer review training: The case of Chinese tertiary-level EFL learners	5
Remodeling writers’ composing processes: Implications for writing assessment	5
Editorial Board	5
Editorial Board	5
Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese	5
Book review	4
Amplifying test-taker voices in the validation of L2 writing assessment tasks	4
Editorial	4
Toward the fair and valid use of curriculum-based measurement for students with intensive writing needs and linguistically diverse backgrounds	4
Your writing could have been better: Examining the effects of upward and downward counterfactual communication on the motivational aspects of L2 writing	4
Diagnosing writing ability using China’s Standards of English Language Ability: Application of cognitive diagnosis models	4
Book review	4
A mixed Rasch model analysis of multiple profiles in L2 writing	4
Perceptions of authorial voice: Why discrepancies exist	4
Assessing L2 integrated writing self-efficacy: Development and validation of a scale	4
Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement	4
Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit	4
Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing	4
Insights from lexical and syntactic analyses of a French for academic purposes assessment	4
Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness	4
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment	3
The effects of task complexity and language aptitude on EFL learners’ writing performance	3
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?	3
Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing	3
Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test	3
Book review	3
The associations among growth mindsets, the ideal L2 writing self, and L2 writing enjoyment and their impacts on L2 English writing performance: A gender difference perspective	3
Effects of task-based language teaching on functional adequacy in L2 writing	3
Book review	3
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	3
Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1?	3
Assessing academic language in tenth grade essays using natural language processing	3
Appropriateness as an aspect of lexical richness: What do quantitative measures tell us about children's writing?	3
Book review	3
Editorial Board	3
Association of keyboarding fluency and writing performance in online-delivered assessment	3
Book review	3
Editorial	3
Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs	3
Liz Hamp Lyons: A life in Writing Assessment	3
Exploring the dynamics of student engagement with receiving peer feedback in L2 writing	3
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	3
Assessing EFL students’ writing development as they are exposed to the integrated use of drama-based pedagogy and SFL-based teaching	3
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation	3