OOIR: Observatory of International Research

Papers

(The TQCC of Assessing Writing is 7. 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
Effects of a genre and topic knowledge activation device on a standardized writing test performance	31
Dependency distance measures in assessing L2 writing proficiency	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
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
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	20
Book review	19
Editorial	19
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
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	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
Writing productivity development in elementary school: A systematic review	14
Book review	14
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
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
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
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	12
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
Book review	11
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
Editorial	10
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
Fostering student engagement with feedback: An integrated approach	9
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
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	8
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
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