OOIR: Observatory of International Research

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 2020-11-01 to 2024-11-01.)

Article	Citations
Future selves, enjoyment and anxiety as predictors of L2 writing achievement	77
Exploring student engagement with peer feedback on L2 writing	67
L2 student engagement with automated feedback on writing: Potential for learning and issues of trust	45
Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis	34
Computer-mediated collaborative writing in L2 classrooms: A systematic review	32
Understanding L2 writing teacher expertise	31
Feedback-giving practice for L2 writing teachers: Friend or foe?	29
Syntactic and lexical features of adolescent L2 students’ academic writing	27
Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing	27
The affordances and contradictions of AI-generated text for writers of english as a second or foreign language	26
Investigating the interactions between L2 writing processes and products under different task planning time conditions	26
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF	25
Teachers’ attempts at focused written corrective feedback in situ	25
Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice	24
Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output	23
A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach	22
Decolonizing second language writing: Possibilities and challenges	21
Collaborative writing in a Chinese as a foreign language classroom: Learners’ perceptions and motivations	21
Assessing collaborative writing in the digital age: An exploratory study	19
The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers	19
Working memory, executive functions, and emotional intelligence in second language writing	18
What works may hurt: The negative side of feedback in second language writing	17
Challenging the connection between task perceptions and language use in L2 writing: Genre, cognitive task complexity, and linguistic complexity	16
The effects of working memory and L2 proficiency on L2 writing	16
An investigation of the relationship between argument structure and essay quality in assessed writing	16

Task closure and task complexity effects on L2 written performance	16
How error types affect the accuracy of L2 error correction with corpus use	13
Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing	12
A bibliometric analysis on L2 writing in the first 20 years of the 21st century: Research impacts and research trends	12
Variability as predictor in L2 writing proficiency	12
The effects of AWE and peer feedback on cohesion and coherence in continuation writing	11
Video and text feedback on ESL writing: Understanding attitude and negotiating relationships	10
ICT-enabled informal learning in EFL writing	10
Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach	10
Manipulating texture and cohesion in academic writing: A keystroke logging study	9
English writing pedagogy at the crossroads: The case of Oman	9
“Why can’t writing courses be taught like this fo real”: Leveraging critical language awareness to promote African American Language speakers’ writing skills	9
Writing for scholarly publication in an interconnected disjunctured world	9
The longitudinal development of second language writers’ metacognitive genre awareness	8
Stories behind the scenes: L2 students’ cognitive processes of multimodal composing and traditional writing	8
L2 writing anxiety, working memory, and task complexity in L2 written performance	7
Emergence of multiple groups of learners with different writing-development trajectories in classroom: Growth mixture modeling	7
Elements of doctoral apprenticeship: Community feedback and the acquisition of writing expertise	7
Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study	7
Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics	7
Tracing EFL writers’ digital literacy practices in asynchronous communication: A multiple-case study	7
The potential power of play in second language academic writing	7
Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies	7
From the other side of the desk: Supervisors’ perceptions of supervisory feedback	6
Socialization into English academic writing practices through out-of-class interaction in individual networks of practice	6
Literacy and literacy practices: Plurilingual connected migrants and emerging literacy	6
Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education	5
The semiotics of writing: How adult L2 learners with emergent literacy make meaning in assessment texts through writing	5
Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale	5
Expertise in L2 writing instruction: The road less travelled	5
On the disciplinary identity of second language writing	5
Writing teacher feedback literacy: Surveying second language teachers’ knowledge, values, and abilities	4
Adult L2 writers with emergent literacy: Writing development and pedagogical considerations	4
Lexical characteristics of young L2 English learners’ narrative writing at the start of formal instruction	4
The assessment of memes as digital multimodal composition in L2 classrooms	4
Development of a test taker-oriented rubric: Exploring its usefulness for test preparation and writing development	4
Multilingual academic genre knowledge: Insights from a mixed-method study of post-graduate students in Kazakhstan	4
Assessing L2 writing in the digital age: Opportunities and challenges	4
L2 collocation profiles and their relationship with vocabulary proficiency: A learner corpus approach	4
Applying big ideas to facilitate reading-writing integration in language classrooms	4
Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance	4