Journal of Second Language Writing

Papers
(The TQCC of Journal of Second Language Writing is 6. 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 2022-01-01 to 2026-01-01.)
ArticleCitations
Editorial152
Book Review75
Past JSLW Editor Rosa M. Manchón speaks: Ilona Leki & Tony Silva’s invitation to co-edit the journal—my reflection50
Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing49
Expertise in L2 writing instruction: The road less travelled49
Task repetition and L2 written performance: A meta-analysis44
Generative artificial intelligence and second language writing42
Generative AI: Same same but different?37
Book review34
The effects of incorporating mindset intervention in L2 English writing on Chinese college EFL students’ learning engagement and writing performance32
Grammatical complexity: Insights from English for academic purposes teachers31
Book Review29
The effects of task complexity on second language writing processes and products in computer-assisted collaborative writing28
Book review28
Is corrective feedback during telecollaboration beneficial? The effects of peer and teacher corrections on L2 writing proficiency27
Editorial Board27
Critical language awareness and English for Research Publication Purposes24
Selected bibliography of recent scholarship in second language writing23
Editorial Board22
The gold standard for the teaching profession: A rejoinder19
From the other side of the desk: Supervisors’ perceptions of supervisory feedback18
Book review18
Book review18
Editorial Board17
Introduction to the special issue: Critical Language Awareness (CLA) as a lens for looking backward, outward, and forward in Second Language Writing17
Book review14
Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach14
Editorial Board14
CLA and WPA: A justice-oriented approach to writing program administration14
Connecting source use and argumentation in L2 integrated argumentative writing performance14
Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland13
Book review13
Editorial Board13
AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments13
Book Review13
JSLW editorial for March 202512
Getting a grip on the writing process: (Effective) approaches to write argumentative and narrative texts in L1 and L212
Book review12
Task evolution in English for Academic Purposes writing materials: The case of “Information Transfer” to “Critical Commentary”12
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
To grade is not to grade?: Exploring ungrading in the teaching of L2 writing11
“It can be a very equalizing way to grade”: Contract grading and multilingual writers11
Book review10
Teachers’ conceptualizations of digital multimodal composing in L2 writing10
Book review10
An argument for globalized L2 writing methodological innovation10
Editorial10
Editorial Board10
Translanguaging with generative AI in EFL writing: Students’ practices and perceptions10
The development and validation of a scale on student AI literacy in L2 writing: A domain-specific perspective10
Scholarly trends and representations of L2 writers in second language writing: A corpus-assisted discourse study10
Book Review9
Selected bibliography of recent scholarship in second language writing8
Beyond models: SLW teachers’ pedagogical knowledge and instructional practices with mentor texts8
Developing and evaluating an empirically-based diagnostic checklist for assessing second language integrated writing8
Book Review8
Book review8
Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies8
Ungrading as an assessment philosophy: Reliability, validity, and practicality8
The effects of completing collaborative or independent writing on the development of language use in individual writing8
The need for critical digital literacies in generative AI-mediated L2 writing8
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF8
A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach7
Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale7
Book Review7
Towards a GELT-informed pedagogy for multilingual writing: Expanding Tardy’s case7
Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education7
Developing L2 writing abilities through an instructional enrichment program informed by dynamic assessment7
Promoting second language writing autonomy through digital multimodal composing7
The value of models to support students' voice in middle school social studies argument writing6
JSLW@30: The founders & past editors speak6
A measure of EFL argumentative writing cognitive load: Scale development and validation6
The affordances and contradictions of AI-generated text for writers of english as a second or foreign language6
The role of communicative purpose in describing and interpreting lexico-grammatical variation in L2 writing6
Editorial Board6
Introduction to JSLW’s 30th anniversary special issue6
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