OOIR: Observatory of International Research

Papers

(The H4-Index of Assessing Writing is 23. 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.)

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	395
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	345
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	136
Book review	121
The relationship between executive functions, source use, and integrated writing performance	83
Effects of a genre and topic knowledge activation device on a standardized writing test performance	50
Book review	50
Editorial Introduction – AI, corpora, and future directions for writing assessment	46
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	43
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	43
Dependency distance measures in assessing L2 writing proficiency	35
The effects of online resource use on L2 learners’ computer-mediated writing processes and written products	35
Investigating the dimensions and determinants of children’s narrative writing in Korean	34
Exploring new insights into the role of cohesive devices in written academic genres	34
Investigating a customized generative AI chatbot for automated essay scoring in a disciplinary writing task	29
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	29
The effect of metacognitive instruction with indirect written corrective feedback on secondary students’ engagement and functional adequacy in L2 writing	28
Editorial	28
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	26
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	25
Editorial	25
Book review	25
Using Peerceptiv to support AI-based online writing assessment across the disciplines	23
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	23