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 2020-04-01 to 2024-04-01.)

Article	Citations
Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?	99
Future selves, enjoyment and anxiety as predictors of L2 writing achievement	64
Exploring student engagement with peer feedback on L2 writing	48
Collaborative writing in face-to-face settings: A substantive and methodological review	36
Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms	34
L2 student engagement with automated feedback on writing: Potential for learning and issues of trust	32
Computer-mediated collaborative writing in L2 classrooms: A systematic review	30
Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis	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?	25
Syntactic and lexical features of adolescent L2 students’ academic writing	22
English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany	21
Understanding L2 writing teacher expertise	21
Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing	21
Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice	20
Teachers’ attempts at focused written corrective feedback in situ	20
The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers	18
Systemic functional linguistics, teacher education, and writing outcomes for U.S. elementary English learners: A review of the literature	17
Interactional practices for online collaborative writing	17
Assessing collaborative writing in the digital age: An exploratory study	17
What works may hurt: The negative side of feedback in second language writing	16
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	15
Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output	15

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