OOIR: Observatory of International Research

Papers

(The TQCC of Assessing Writing is 8. 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
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	32
Book review	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
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	21
Editorial	21
Book review	21
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
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	20
Using Peerceptiv to support AI-based online writing assessment across the disciplines	19
Using ChatGPT for second language writing: Pitfalls and potentials	19

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