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 2021-05-01 to 2025-05-01.)

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	190
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	187
Book review	88
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	73
Book review	61
Editorial Introduction – AI, corpora, and future directions for writing assessment	38
Automated assessment of learner text complexity	35
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	33
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	32
Dependency distance measures in assessing L2 writing proficiency	31
Effects of a genre and topic knowledge activation device on a standardized writing test performance	31
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	28
Investigating the dimensions and determinants of children’s narrative writing in Korean	27
Exploring new insights into the role of cohesive devices in written academic genres	26
Insights into the cognitive processes of trained vs untrained EFL peer reviewers on writing: An exploratory study	25
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	23
Assessing writing in fourth grade: Rhetorical specification effects on text quality	22
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	20
Using Peerceptiv to support AI-based online writing assessment across the disciplines	20
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	20
Editorial	19
Book review	19
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	18
Using ChatGPT for second language writing: Pitfalls and potentials	18
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	18

Book review	17
Using unfolding models to identify targeted feedback strategies for student writing	17
Editorial Board	17
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	16
Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks	15
Editorial	15
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy	15
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus	15
Editorial - vol 55 Jan 2023	15
Book review	14
Writing productivity development in elementary school: A systematic review	14
Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong	13
Perceptions of the inclusion of Automatic Writing Evaluation in peer assessment on EFL writers’ language mindsets and motivation: A short-term longitudinal study	13
Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn	13
Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective	13
Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test	13
Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective	13
Cognitive validity evidence of computer- and paper-based writing tests and differences in the impact on EFL test-takers in classroom assessment	13
Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing	13
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	13
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	12
Performance prediction strengths of noun and verb phrases in L2 writing: Comparison of density and complexity variables	12
Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective	12
Connecting form with function: Model texts for bilingual learners’ narrative writing	12
Book review	11
Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811]	11
Assessing Korean writing ability through a scenario-based assessment approach	11
Editorial	10
Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education	10
Editorial Board	10
Editorial Volume 54	10
Fostering student engagement with feedback: An integrated approach	9
Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills	9
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	9
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior	9
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	8
Comparing trained EFL peer reviewers’ feedback: From claim to reality	8
Developing and validating an analytic rating scale for a paraphrase task	8
The development and validation of a scale on L2 writing teacher feedback literacy	8
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	8
Editorial Board	8
A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports	8
Investigating whether a flemma count is a more distinctive measurement of lexical diversity	8
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	7
Book review	7
Navigating innovation and equity in writing assessment	7
Editorial Board	7
Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy	7
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	7
A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features	7

Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test	7
Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality	7
Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects	6
Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment	6
Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers	6
Exploring the development of noun phrase complexity in L2 English writings across two genres	6
Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models	6
Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays	6
A move analysis of Chinese L2 student essays from the sociocognitive perspective: Genres, languages, and writing quality	5
Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese	5
Examining lexical features and academic vocabulary use in adolescent L2 students’ text-based analytical essays	5
What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard	5
Editorial	5
The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment	5
Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions	5
Linguistic, cultural and substantive patterns in L2 writing: A qualitative illustration of MisLevy’s sociocognitive perspective on assessment	5
Linguistic complexity in teachers' assessment of German essays in high stakes testing	5
Book review	5
Comparing computer-based and paper-based rating modes in an English writing test	5
What is the nature of change in late elementary writing and are curriculum-based measures sensitive to that change?	5
The predictive powers of fine-grained syntactic complexity indices for letter writing proficiency and their relationship to pragmatic appropriateness	5
Shifting perceptions of socially just writing assessment: Labor-based contract grading and multilingual writing instruction	5
Editorial Board	5
Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective	4
Book review	4
Book review	4
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas	4
Your writing could have been better: Examining the effects of upward and downward counterfactual communication on the motivational aspects of L2 writing	4
Amplifying test-taker voices in the validation of L2 writing assessment tasks	4
Remodeling writers’ composing processes: Implications for writing assessment	4
Editorial Board	4
Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement	4
Editorial Board	4
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	3
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation	3
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	3
Book review	3
Association of keyboarding fluency and writing performance in online-delivered assessment	3
Editorial	3
Diagnosing writing ability using China’s Standards of English Language Ability: Application of cognitive diagnosis models	3
Book review	3
Editorial	3
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?	3
Exploring the dynamics of student engagement with receiving peer feedback in L2 writing	3
Appropriateness as an aspect of lexical richness: What do quantitative measures tell us about children's writing?	3
Effects of task-based language teaching on functional adequacy in L2 writing	3
Insights from lexical and syntactic analyses of a French for academic purposes assessment	3
Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing	3
A mixed Rasch model analysis of multiple profiles in L2 writing	3
Perceptions of authorial voice: Why discrepancies exist	3
Book review	3
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?	3
Book review	3
Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test	3
Assessing L2 integrated writing self-efficacy: Development and validation of a scale	3
Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness	3
Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit	3
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	3
Assessing EFL students’ writing development as they are exposed to the integrated use of drama-based pedagogy and SFL-based teaching	3
The effects of task complexity and language aptitude on EFL learners’ writing performance	2
Book review	2
Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition	2
Resiliency and vulnerability in early grades writing performance during the COVID-19 pandemic	2
Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?	2
An investigation into L2 writing teacher beliefs and their possible sources	2
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing	2
Liz Hamp Lyons: A life in Writing Assessment	2
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment	2
Editorial	2
L2 learners’ agentic engagement in an assessment as learning-focused writing classroom	2
Dynamic assessment of argumentative writing: Mediating task response	2
Developments in learners’ affective engagement with written peer feedback: The affordances of in situ translanguaging	2
Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing	2
Assessing academic language in tenth grade essays using natural language processing	2
Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs	2
Unlocking writing success: Building assessment literacy for students and teachers through effective interventions	2
Developing teacher feedback literacy through self-study: Exploring written commentary in a critical language writing curriculum	2
Revisiting the predictive power of traditional vs. fine-grained syntactic complexity indices for L2 writing quality: The case of two genres	2