Journal of Second Language Writing

Papers
(The TQCC of Journal of Second Language Writing is 4. 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 2021-05-01 to 2025-05-01.)
ArticleCitations
Generative artificial intelligence and second language writing105
Editorial65
Past JSLW Editor Rosa M. Manchón speaks: Ilona Leki & Tony Silva’s invitation to co-edit the journal—my reflection65
Expertise in L2 writing instruction: The road less travelled49
Book Review41
Generative AI: Same same but different?38
Book review37
Book review36
Grammatical complexity: Insights from English for academic purposes teachers36
Book Review36
Selected bibliography of recent scholarship in second language writing36
Is corrective feedback during telecollaboration beneficial? The effects of peer and teacher corrections on L2 writing proficiency34
From the other side of the desk: Supervisors’ perceptions of supervisory feedback33
Critical language awareness and English for Research Publication Purposes32
Editorial Board31
Selected bibliography of recent scholarship in second language writing28
Introduction to the special issue: Critical Language Awareness (CLA) as a lens for looking backward, outward, and forward in Second Language Writing26
The gold standard for the teaching profession: A rejoinder26
Book review24
Editorial Board21
Editorial Board20
AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments19
Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach18
Syntactic and lexical features of adolescent L2 students’ academic writing18
Video and text feedback on ESL writing: Understanding attitude and negotiating relationships18
CLA and WPA: A justice-oriented approach to writing program administration18
Connecting source use and argumentation in L2 integrated argumentative writing performance18
Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland15
Task evolution in English for Academic Purposes writing materials: The case of “Information Transfer” to “Critical Commentary”14
Book Review14
Book review14
Editorial Board13
Book review12
Getting a grip on the writing process: (Effective) approaches to write argumentative and narrative texts in L1 and L211
To grade is not to grade?: Exploring ungrading in the teaching of L2 writing11
JSLW editorial for March 202511
Translanguaging with generative AI in EFL writing: Students’ practices and perceptions11
Tunnel, teapot, mermaid, ghost: Creative-critical practice as critical language awareness11
Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement11
“It can be a very equalizing way to grade”: Contract grading and multilingual writers11
Developing and evaluating an empirically-based diagnostic checklist for assessing second language integrated writing10
Transpacific telecollaboration and L2 writing: Influences of interpersonal dynamics on peer feedback and revision uptake10
An argument for globalized L2 writing methodological innovation10
Elements of doctoral apprenticeship: Community feedback and the acquisition of writing expertise10
The effects of working memory and L2 proficiency on L2 writing10
Book review9
Editorial Board9
Book Review8
Book review8
The need for critical digital literacies in generative AI-mediated L2 writing8
Editors introduction7
Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies7
Book Review7
The effects of completing collaborative or independent writing on the development of language use in individual writing7
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF7
Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education6
Ungrading as an assessment philosophy: Reliability, validity, and practicality6
Book review6
A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach6
Introduction to JSLW’s 30th anniversary special issue5
Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale5
Developing L2 writing abilities through an instructional enrichment program informed by dynamic assessment5
JSLW@30: The founders & past editors speak5
The role of communicative purpose in describing and interpreting lexico-grammatical variation in L2 writing5
Editorial Board5
Book Review5
Editorial Board4
The affordances and contradictions of AI-generated text for writers of english as a second or foreign language4
Writing in L2 Greek: Exploring the effect of L2 proficiency and learning context on complexity, accuracy, and fluency4
Book Review4
June 2024 JSLW Annotated Bibliography4
A measure of EFL argumentative writing cognitive load: Scale development and validation4
Editorial Board4
Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education4
Towards a reconciliatory approach to ungrading in writing classes: A response to Crusan4
Editorial Board4
The value of models to support students' voice in middle school social studies argument writing4
Book review4
The longitudinal development of second language writers’ metacognitive genre awareness4
Book Review4
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