OOIR: Observatory of International Research

Papers

(The median citation count of Assessing Writing is 1. 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 2020-03-01 to 2024-03-01.)

Article	Citations
Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study	87
Improving student feedback literacy in academic writing: An evidence-based framework	59
Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study	48
Investigating minimum text lengths for lexical diversity indices	45
Fostering student engagement with feedback: An integrated approach	43
Using ChatGPT for second language writing: Pitfalls and potentials	35
The role of L2 writing self-efficacy in integrated writing strategy use and performance	34
Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts	33
Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance	32
Collaborating with ChatGPT in argumentative writing classrooms	28
Complexity, accuracy, and fluency as indices of college-level L2 writers’ proficiency	28
Using chatbots to scaffold EFL students’ argumentative writing	24
“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing	21
Assessing L2 student writing feedback literacy: A scale development and validation study	20
eRevis(ing): Students’ revision of text evidence use in an automated writing evaluation system	20
Lexical density and diversity in dissertation abstracts: Revisiting English L1 vs. L2 text differences	19
The relationship between features of source text use and integrated writing quality	18
Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts	18
L2 learners’ agentic engagement in an assessment as learning-focused writing classroom	18
Perceptions of the inclusion of Automatic Writing Evaluation in peer assessment on EFL writers’ language mindsets and motivation: A short-term longitudinal study	17
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	15
Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study	15
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment	15
Co-constructed rubrics and assessment for learning: The impact on middle school students’ attitudes and writing skills	15
Syntactic complexity in L2 learners’ argumentative writing: Developmental stages and the within-genre topic effect	14

Assessing the metacognitive awareness relevant to L1-to-L2 rhetorical transfer in L2 writing: The cases of Chinese EFL writers across proficiency levels	14
Moodle quizzes and their usability for formative assessment of academic writing	13
Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES)	13
Examining lexical features and academic vocabulary use in adolescent L2 students’ text-based analytical essays	12
Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups	12
Writing motivation: A validation study of self-judgment and performance	12
Complementation of multiple sources of feedback in EFL learners’ writing	12
Dependency distance measures in assessing L2 writing proficiency	12
Revisiting the predictive power of traditional vs. fine-grained syntactic complexity indices for L2 writing quality: The case of two genres	10
The impact of essay organization and overall quality on the holistic scoring of EFL writing: Perspectives from classroom english teachers and national writing raters	10
Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective	10
Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision?	10
Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision	10
Automated assessment of learner text complexity	10
The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI): A tool for measuring beliefs about writing	9
Validating a rubric for assessing integrated writing in an EAP context	9
Examining L2 English University students’ uses of lexical bundles and their relationship to writing quality	8
Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance	8
Effects of L1 single-text and multiple-text comprehension on L2 integrated writing	8
Assessing Business English writing: The development and validation of a proficiency scale	8
Cognitive validity evidence of computer- and paper-based writing tests and differences in the impact on EFL test-takers in classroom assessment	8
Association of keyboarding fluency and writing performance in online-delivered assessment	8
Diagnosing writing ability using China’s Standards of English Language Ability: Application of cognitive diagnosis models	8
Remodeling writers’ composing processes: Implications for writing assessment	7
It takes two to tango: Investigating teacher-student interactions related to written corrective feedback with Activity Theory	7
Dynamic assessment of argumentative writing: Mediating task response	7
Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness	7
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	7
Using Grammarly to support students’ source-based writing practices	6
Linguistic, cultural and substantive patterns in L2 writing: A qualitative illustration of MisLevy’s sociocognitive perspective on assessment	6
Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs	6
Investigating the authenticity of computer- and paper-based ESL writing tests	6
Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences	6
Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality	6
The development and validation of an inventory on English writing teacher beliefs	6
Diagnosing EFL undergraduates’ discourse competence in academic writing	5
The assessment of metadiscourse devices in English as a foreign language	5
Exploring the impact of teacher feedback modes and features on students' text revisions in writing	5
The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment	5
Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects	5
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing	5
Using Eli review as a strategy for feedback in online courses	5
Appropriateness as an aspect of lexical richness: What do quantitative measures tell us about children's writing?	5
Changing stories: Linguistically-informed assessment of development in narrative writing	4
The impacts of self-efficacy on undergraduate students’ perceived task value and task performance of L1 Chinese integrated writing: A mixed-method research	4
Exploring the development of student feedback literacy in the second language writing classroom	4
Using Peerceptiv to support AI-based online writing assessment across the disciplines	4
Teachers’ perspectives on the causes of rater discrepancy in an English for Academic Purposes context	4
An integrated mixed-methods study of contract grading's impact on adolescents' perceptions of stress in high school English: a pilot study	4
Exploring new insights into the role of cohesive devices in written academic genres	4

Implementing continuous assessment in an academic English writing course: An exploratory study	3
Student-centered assessment and online writing feedback: Technology in a time of crisis	3
Engaging expectations: Measuring helpfulness as an alternative to student evaluations of teaching	3
Directed Self-Placement: Subconstructs and group differences at a U.S. university	3
‘I will go to my grave fighting for grammar’: Exploring the ability of language-trained raters to implement a professionally-relevant rating scale for writing	3
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	3
Integrated writing and its correlates: A meta-analysis	3
TOEIC® Writing test scores as indicators of the functional adequacy of writing in the international workplace: Evaluation by linguistic laypersons	3
Liz Hamp Lyons: A life in Writing Assessment	3
Presentation-mode effects in large-scale writing assessments	3
The development and validation of a scale on L2 writing teacher feedback literacy	3
Prepping for the TOEFL iBT Writing test, Gangnam style	2
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	2
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	2
Performance prediction strengths of noun and verb phrases in L2 writing: Comparison of density and complexity variables	2
Linguistic complexity in teachers' assessment of German essays in high stakes testing	2
Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment	2
Assessing L2 integrated writing self-efficacy: Development and validation of a scale	2
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	2
A multi-measure approach for lexical diversity in writing assessments: Considerations in measurement and timing	2
Visual thinking and argumentative writing: A social-cognitive pairing for student writing development	2
Young children’s written and verbal responses in a dynamic assessment context	2
Easing stress: Contract grading’s impact on adolescents’ perceptions of workload demands, time constraints, and challenge appraisal in high school English	2
The relationship between peer feedback features and revision sources mediated by feedback acceptance: The effect on undergraduate students’ writing performance	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
What interpretations can we make from scores on graphic-prompt writing (GPW) tasks? An argument-based approach to test validation	2
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?	2
Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy	2
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	2
Insights into the cognitive processes of trained vs untrained EFL peer reviewers on writing: An exploratory study	1
Editorial Volume 52	1
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	1
Editorial Introduction – AI, corpora, and future directions for writing assessment	1
Comparing writing proficiency assessments used in professional medical registration: A methodology to inform policy and practice	1
Developing teacher feedback literacy through self-study: Exploring written commentary in a critical language writing curriculum	1
Integrated writing across conflicting L2 texts: The effects of prior beliefs on perspectivism and propositional content	1
Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness	1
Beyond literacy and competency – The effects of raters’ perceived uncertainty on assessment of writing	1
The development of teacher feedback literacy in situ: EFL writing teachers’ endeavor to human-computer-AWE integral feedback innovation	1
Composing strategies employed by high-and low-performing Iranian EFL students in essay writing classes	1
Complexity, accuracy, and fluency in L2 writing across proficiency levels: A matter of L1 background?	1
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	1
Automated text-matching and writing-assistance tools	1
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	1
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	1
Assessing source use: Summary vs. reading-to-write argumentative essay	1
Exploring multilingual students’ feedback literacy in an asynchronous online writing course	1
Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition	1
Constructing a data-based analytic rubric for an academic blog post	1
Constructing and validating a self-assessment scale for Chinese college English-major students’ feedback knowledge repertoire in EFL academic writing: Item response theory and factor analysis approach	1
Dimensions of text-based analytical writing of secondary students	1
Assessing the writing quality of English research articles based on absolute and relative measures of syntactic complexity	1
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	1
Examining evaluative language used in assessment feedback on business students’ academic writing	1
Examining the reliability of an international Chinese proficiency standardized writing assessment: Implications for assessment policy makers	1
Rater Negotiation Scheme: How writing raters resolve score discrepancies	1
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	1
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	1
(In)Equities in directed self-placement	1
Feedback seeking by first-year Chinese international students: Understanding practices and challenges	1
Predicting EFL expository writing quality with measures of lexical richness	1
Use of lexical features in high-stakes tests: Evidence from the perspectives of complexity, accuracy and fluency	1
Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions	1
The predictive powers of fine-grained syntactic complexity indices for letter writing proficiency and their relationship to pragmatic appropriateness	1
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation	1