OOIR: Observatory of International Research

Papers

(The median citation count of Assessing Writing is 2. 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
Using ChatGPT for second language writing: Pitfalls and potentials	117
Collaborating with ChatGPT in argumentative writing classrooms	105
Improving student feedback literacy in academic writing: An evidence-based framework	92
Fostering student engagement with feedback: An integrated approach	67
Investigating minimum text lengths for lexical diversity indices	64
Using chatbots to scaffold EFL students’ argumentative writing	50
Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance	47
The role of L2 writing self-efficacy in integrated writing strategy use and performance	45
Complexity, accuracy, and fluency as indices of college-level L2 writers’ proficiency	38
“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing	30
Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study	30
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment	28
Assessing L2 student writing feedback literacy: A scale development and validation study	26
L2 learners’ agentic engagement in an assessment as learning-focused writing classroom	26
Lexical density and diversity in dissertation abstracts: Revisiting English L1 vs. L2 text differences	25
Revisiting the predictive power of traditional vs. fine-grained syntactic complexity indices for L2 writing quality: The case of two genres	25
Dependency distance measures in assessing L2 writing proficiency	23
Syntactic complexity in L2 learners’ argumentative writing: Developmental stages and the within-genre topic effect	22
Perceptions of the inclusion of Automatic Writing Evaluation in peer assessment on EFL writers’ language mindsets and motivation: A short-term longitudinal study	22
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	19
Examining lexical features and academic vocabulary use in adolescent L2 students’ text-based analytical essays	19
Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES)	18
Writing motivation: A validation study of self-judgment and performance	18
Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision?	17
Examining L2 English University students’ uses of lexical bundles and their relationship to writing quality	16

Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective	16
Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance	16
Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness	15
Exploring the impact of teacher feedback modes and features on students' text revisions in writing	15
Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups	15
Exploring the development of student feedback literacy in the second language writing classroom	13
Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision	13
Validating a rubric for assessing integrated writing in an EAP context	13
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing	13
The impact of essay organization and overall quality on the holistic scoring of EFL writing: Perspectives from classroom english teachers and national writing raters	13
Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs	12
Automated assessment of learner text complexity	12
Dynamic assessment of argumentative writing: Mediating task response	12
Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality	12
Complementation of multiple sources of feedback in EFL learners’ writing	12
Effects of L1 single-text and multiple-text comprehension on L2 integrated writing	12
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	11
Association of keyboarding fluency and writing performance in online-delivered assessment	11
Diagnosing EFL undergraduates’ discourse competence in academic writing	11
Remodeling writers’ composing processes: Implications for writing assessment	11
Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects	11
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	10
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	10
The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI): A tool for measuring beliefs about writing	10
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	9
Diagnosing writing ability using China’s Standards of English Language Ability: Application of cognitive diagnosis models	9
The development and validation of an inventory on English writing teacher beliefs	9
Cognitive validity evidence of computer- and paper-based writing tests and differences in the impact on EFL test-takers in classroom assessment	9
Editorial Introduction – AI, corpora, and future directions for writing assessment	9
Using Grammarly to support students’ source-based writing practices	8
Using Peerceptiv to support AI-based online writing assessment across the disciplines	8
It takes two to tango: Investigating teacher-student interactions related to written corrective feedback with Activity Theory	8
Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions	8
Exploring new insights into the role of cohesive devices in written academic genres	8
Integrated writing and its correlates: A meta-analysis	8
Predicting EFL expository writing quality with measures of lexical richness	8
The relationship between peer feedback features and revision sources mediated by feedback acceptance: The effect on undergraduate students’ writing performance	8
Investigating the authenticity of computer- and paper-based ESL writing tests	8
The assessment of metadiscourse devices in English as a foreign language	7
Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences	7
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	7
The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment	7
Linguistic, cultural and substantive patterns in L2 writing: A qualitative illustration of MisLevy’s sociocognitive perspective on assessment	6
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	6
The development and validation of a scale on L2 writing teacher feedback literacy	6
Complexity, accuracy, and fluency in L2 writing across proficiency levels: A matter of L1 background?	6
The impacts of self-efficacy on undergraduate students’ perceived task value and task performance of L1 Chinese integrated writing: A mixed-method research	6
Composing strategies employed by high-and low-performing Iranian EFL students in essay writing classes	6
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	6
Teachers’ perspectives on the causes of rater discrepancy in an English for Academic Purposes context	6

Pedagogical values of translingual practices in improving student feedback literacy in academic writing	5
Assessing source use: Summary vs. reading-to-write argumentative essay	5
Appropriateness as an aspect of lexical richness: What do quantitative measures tell us about children's writing?	5
Directed Self-Placement: Subconstructs and group differences at a U.S. university	5
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?	5
Examining evaluative language used in assessment feedback on business students’ academic writing	5
Linguistic complexity as the predictor of EFL independent and integrated writing quality	5
An integrated mixed-methods study of contract grading's impact on adolescents' perceptions of stress in high school English: a pilot study	5
Assessing metacognition-based student feedback literacy for academic writing	4
Implementing continuous assessment in an academic English writing course: An exploratory study	4
Liz Hamp Lyons: A life in Writing Assessment	4
Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test	4
Assessing L2 integrated writing self-efficacy: Development and validation of a scale	4
Feedback seeking by first-year Chinese international students: Understanding practices and challenges	4
Dimensions of text-based analytical writing of secondary students	4
The predictive powers of fine-grained syntactic complexity indices for letter writing proficiency and their relationship to pragmatic appropriateness	4
Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy	4
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	4
Visual thinking and argumentative writing: A social-cognitive pairing for student writing development	4
The development of teacher feedback literacy in situ: EFL writing teachers’ endeavor to human-computer-AWE integral feedback innovation	4
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation	4
Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment	4
Developing EFL teachers’ feedback literacy for research and publication purposes through intra- and inter-disciplinary collaborations: A multiple-case study	3
Young children’s written and verbal responses in a dynamic assessment context	3
Performance prediction strengths of noun and verb phrases in L2 writing: Comparison of density and complexity variables	3
Easing stress: Contract grading’s impact on adolescents’ perceptions of workload demands, time constraints, and challenge appraisal in high school English	3
Exploring multilingual students’ feedback literacy in an asynchronous online writing course	3
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior	3
Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn	3
Linguistic complexity in teachers' assessment of German essays in high stakes testing	3
Insights into the cognitive processes of trained vs untrained EFL peer reviewers on writing: An exploratory study	3
Prepping for the TOEFL iBT Writing test, Gangnam style	3
Predicting Chinese EFL Learners’ Human‐rated Writing Quality in Argumentative Writing Through Multidimensional Computational Indices of Lexical Complexity	3
A multi-measure approach for lexical diversity in writing assessments: Considerations in measurement and timing	3
Assessing the writing quality of English research articles based on absolute and relative measures of syntactic complexity	3
Validity of automated essay scores for elementary-age English language learners: Evidence of bias?	3
What interpretations can we make from scores on graphic-prompt writing (GPW) tasks? An argument-based approach to test validation	2
EvaluMate: Using AI to support students’ feedback provision in peer assessment for writing	2
Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing	2
Exploring the dynamics of student engagement with receiving peer feedback in L2 writing	2
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	2
The associations among growth mindsets, the ideal L2 writing self, and L2 writing enjoyment and their impacts on L2 English writing performance: A gender difference perspective	2
Classroom writing assessment and feedback practices: A new materialist encounter	2
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	2
An investigation into L2 writing teacher beliefs and their possible sources	2
What is the nature of change in late elementary writing and are curriculum-based measures sensitive to that change?	2
Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1?	2
Experienced but detached from reality: Theorizing and operationalizing the relationship between experience and rater effects	2
Developing and evaluating a set of process and product-oriented classroom assessment rubrics for assessing digital multimodal collaborative writing in L2 classes	2
Is CJ a valid, reliable form of L2 writing assessment when texts are long, homogeneous in proficiency, and feature heterogeneous prompts?	2
Assessing video game narratives: Implications for the assessment of multimodal literacy in ESP	2
Constructs of argumentative writing in assessment tools	2
Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition	2
A comparison between input modalities and languages in source-based multilingual argumentative writing	2
EFL students' syntactic complexity development in argumentative writing：A latent class growth analysis (LCGA) approach	2
What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard	2
Examining the reliability of an international Chinese proficiency standardized writing assessment: Implications for assessment policy makers	2
Assessing EFL students’ writing development as they are exposed to the integrated use of drama-based pedagogy and SFL-based teaching	2
Investigating the dimensions and determinants of children’s narrative writing in Korean	2
Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing	2
Developing teacher feedback literacy through self-study: Exploring written commentary in a critical language writing curriculum	2
Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?	2
Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness	2