OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Second Language Writing is 7. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Editorial	221
Past JSLW Editor Rosa M. Manchón speaks: Ilona Leki & Tony Silva’s invitation to co-edit the journal—my reflection	120
Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing	72
Generative AI: Same same but different?	61
Generative artificial intelligence and second language writing	60
Task repetition and L2 written performance: A meta-analysis	56
Expertise in L2 writing instruction: The road less travelled	56
Book Review	54
Book review	49
Book Review	42
Grammatical complexity: Insights from English for academic purposes teachers	40
Book Review	39
Book review	38
The effects of incorporating mindset intervention in L2 English writing on Chinese college EFL students’ learning engagement and writing performance	37
The effects of task complexity on second language writing processes and products in computer-assisted collaborative writing	34
Is corrective feedback during telecollaboration beneficial? The effects of peer and teacher corrections on L2 writing proficiency	34
Selected bibliography of recent scholarship in second language writing	31
Editorial Board	31
Editorial Board	30
The gold standard for the teaching profession: A rejoinder	29
Critical language awareness and English for Research Publication Purposes	28
From the other side of the desk: Supervisors’ perceptions of supervisory feedback	27
The development and interactions of complexity and accuracy in L2 Chinese writing	27
Book review	23
Book review	22

Introduction to the special issue: Critical Language Awareness (CLA) as a lens for looking backward, outward, and forward in Second Language Writing	21
Pre-task planning in L2 writing: Does generative AI assistance make a difference?	20
Editorial Board	19
Book review	19
Editorial Board	19
CLA and WPA: A justice-oriented approach to writing program administration	18
Connecting source use and argumentation in L2 integrated argumentative writing performance	18
Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland	18
Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach	17
Editorial Board	16
AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments	16
Book Review	16
Writing in the AI era: Rethinking writing, research and teaching	15
Getting a grip on the writing process: (Effective) approaches to write argumentative and narrative texts in L1 and L2	15
JSLW editorial for March 2025	15
An inquiry into Grammarly’s precision and recall: A comparative study with human annotators	15
Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement	15
Book review	15
Task evolution in English for Academic Purposes writing materials: The case of “Information Transfer” to “Critical Commentary”	15
“It can be a very equalizing way to grade”: Contract grading and multilingual writers	14
An argument for globalized L2 writing methodological innovation	14
To grade is not to grade?: Exploring ungrading in the teaching of L2 writing	14
Tunnel, teapot, mermaid, ghost: Creative-critical practice as critical language awareness	13
Translanguaging with generative AI in EFL writing: Students’ practices and perceptions	13
Teachers’ conceptualizations of digital multimodal composing in L2 writing	13
Editorial	13
Book Review	12
Book review	12
Scholarly trends and representations of L2 writers in second language writing: A corpus-assisted discourse study	12
Developing and evaluating an empirically-based diagnostic checklist for assessing second language integrated writing	11
Beyond models: SLW teachers’ pedagogical knowledge and instructional practices with mentor texts	11
What’s in a profile? Investigating linguistic features of L2 writing at advanced CEFR levels	11
Book review	11
Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies	10
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF	10
The development and validation of a scale on student AI literacy in L2 writing: A domain-specific perspective	10
The need for critical digital literacies in generative AI-mediated L2 writing	10
Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education	9
The effects of completing collaborative or independent writing on the development of language use in individual writing	9
Book review	9
Ungrading as an assessment philosophy: Reliability, validity, and practicality	9
A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach	8
JSLW@30: The founders & past editors speak	8
Towards a GELT-informed pedagogy for multilingual writing: Expanding Tardy’s case	8
Direct and indirect data-driven learning: An experimental study of that-complementation	8
Introduction to JSLW’s 30th anniversary special issue	8
The role of communicative purpose in describing and interpreting lexico-grammatical variation in L2 writing	8
Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale	8
Selected bibliography of recent scholarship in second language writing	8
Book Review	8

Promoting second language writing autonomy through digital multimodal composing	8
The affordances and contradictions of AI-generated text for writers of english as a second or foreign language	7
Editorial Board	7
Developing L2 writing abilities through an instructional enrichment program informed by dynamic assessment	7
Developing and validating a scale for assessing EFL learners’ co-regulation strategies for collaborative writing: A multi-layered perspective	7
Negotiating writer identity and investment among EFL undergraduate students: Insights from reflections on becoming writers	7