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 2022-08-01 to 2026-08-01.)

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	599
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	475
Book review	159
The relationship between executive functions, source use, and integrated writing performance	65
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	59
Effects of a genre and topic knowledge activation device on a standardized writing test performance	56
Examining the relevance of three TOEFL Essentials writing tasks to the accounting profession: The role of domain experts	47
Editorial Introduction – AI, corpora, and future directions for writing assessment	44
Exploring new insights into the role of cohesive devices in written academic genres	42
The effects of online resource use on L2 learners’ computer-mediated writing processes and written products	40
Investigating the dimensions and determinants of children’s narrative writing in Korean	40
Assessing writing in fourth grade: Rhetorical specification effects on text quality	39
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	39
Editorial	37
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	36
Editorial	36
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	35
From spelling to content: The influence of spelling quality on text assessment	35
Young L2 students’ use of an AI-assisted writing assessment and feedback tool: An exploratory study in multiple settings	33
The effect of metacognitive instruction with indirect written corrective feedback on secondary students’ engagement and functional adequacy in L2 writing	33
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	31
Investigating a customized generative AI chatbot for automated essay scoring in a disciplinary writing task	27
Using ChatGPT for second language writing: Pitfalls and potentials	25
Using Peerceptiv to support AI-based online writing assessment across the disciplines	25
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	24

Book review	24
Editorial Board	24
Using unfolding models to identify targeted feedback strategies for student writing	24