OOIR: Observatory of International Research

Papers

(The H4-Index of Assessing Writing is 24. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	505
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	417
Book review	144
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	67
Editorial Introduction – AI, corpora, and future directions for writing assessment	60
Book review	51
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	51
Effects of a genre and topic knowledge activation device on a standardized writing test performance	45
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	42
Exploring new insights into the role of cohesive devices in written academic genres	33
The relationship between executive functions, source use, and integrated writing performance	33
Editorial	32
The effects of online resource use on L2 learners’ computer-mediated writing processes and written products	32
Investigating the dimensions and determinants of children’s narrative writing in Korean	32
Assessing writing in fourth grade: Rhetorical specification effects on text quality	31
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	31
Editorial	31
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	31
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	31
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	29
From spelling to content: The influence of spelling quality on text assessment	28
The effect of metacognitive instruction with indirect written corrective feedback on secondary students’ engagement and functional adequacy in L2 writing	27
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	26
Using Peerceptiv to support AI-based online writing assessment across the disciplines	25
Using ChatGPT for second language writing: Pitfalls and potentials	24