OOIR: Observatory of International Research

Papers

(The TQCC of Assessing Writing is 9. 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 2021-12-01 to 2025-12-01.)

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	370
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	323
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	133
Book review	115
The relationship between executive functions, source use, and integrated writing performance	77
Book review	48
Effects of a genre and topic knowledge activation device on a standardized writing test performance	46
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	44
Editorial Introduction – AI, corpora, and future directions for writing assessment	43
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	41
Investigating the dimensions and determinants of children’s narrative writing in Korean	35
Exploring new insights into the role of cohesive devices in written academic genres	35
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	34
Dependency distance measures in assessing L2 writing proficiency	32
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	28
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	28
Investigating a customized generative AI chatbot for automated essay scoring in a disciplinary writing task	27
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	26
Assessing writing in fourth grade: Rhetorical specification effects on text quality	25
The effect of metacognitive instruction with indirect written corrective feedback on secondary students’ engagement and functional adequacy in L2 writing	25
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	24
Editorial	23
Book review	23
Using Peerceptiv to support AI-based online writing assessment across the disciplines	22
Using ChatGPT for second language writing: Pitfalls and potentials	22

The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	22
Using unfolding models to identify targeted feedback strategies for student writing	21
Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks	21
Book review	21
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus	21
Editorial Board	21
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	20
Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test	19
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy	19
Editorial - vol 55 Jan 2023	18
Writing productivity development in elementary school: A systematic review	18
Editorial	18
Book review	18
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	17
Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective	16
Cognitive validity evidence of computer- and paper-based writing tests and differences in the impact on EFL test-takers in classroom assessment	16
Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective	16
Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong	16
Improving writing feedback quality and self-efficacy of pre-service teachers in Gen-AI contexts: An experimental mixed-method design	16
Connecting form with function: Model texts for bilingual learners’ narrative writing	15
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	15
Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn	15
Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective	14
Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing	14
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	13
Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills	13
Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811]	13
Book review	12
Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education	12
Editorial Volume 54	12
Editorial	12
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	11
Fostering student engagement with feedback: An integrated approach	11
A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports	11
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior	11
Editorial Board	11
Comparing trained EFL peer reviewers’ feedback: From claim to reality	11
Assessing Korean writing ability through a scenario-based assessment approach	11
Lexical richness in young English learners’ writing: A focus on opinion and listen-write task types	10
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	10
Linguistic predictors of L2 writing performance: Variations across genres	10
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	10
The development and validation of a scale on L2 writing teacher feedback literacy	10
A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features	10
Investigating whether a flemma count is a more distinctive measurement of lexical diversity	10
Developing and validating an analytic rating scale for a paraphrase task	10
Exploring the development of noun phrase complexity in L2 English writings across two genres	9
Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality	9
Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays	9
Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy	9

Book review