OOIR: Observatory of International Research

Papers

(The TQCC of Assessing Writing is 5. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study	94
Improving student feedback literacy in academic writing: An evidence-based framework	61
Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study	50
Investigating minimum text lengths for lexical diversity indices	45
Fostering student engagement with feedback: An integrated approach	44
Using ChatGPT for second language writing: Pitfalls and potentials	43
Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance	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
Collaborating with ChatGPT in argumentative writing classrooms	32
Complexity, accuracy, and fluency as indices of college-level L2 writers’ proficiency	29
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	21
eRevis(ing): Students’ revision of text evidence use in an automated writing evaluation system	21
Lexical density and diversity in dissertation abstracts: Revisiting English L1 vs. L2 text differences	20
Perceptions of the inclusion of Automatic Writing Evaluation in peer assessment on EFL writers’ language mindsets and motivation: A short-term longitudinal study	18
The relationship between features of source text use and integrated writing quality	18
L2 learners’ agentic engagement in an assessment as learning-focused writing classroom	18
Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts	18
Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study	16
Co-constructed rubrics and assessment for learning: The impact on middle school students’ attitudes and writing skills	16
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	15
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment	15
Writing motivation: A validation study of self-judgment and performance	14

Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES)	14
Syntactic complexity in L2 learners’ argumentative writing: Developmental stages and the within-genre topic effect	14
Moodle quizzes and their usability for formative assessment of academic writing	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
Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups	13
Complementation of multiple sources of feedback in EFL learners’ writing	12
Examining lexical features and academic vocabulary use in adolescent L2 students’ text-based analytical essays	12
Dependency distance measures in assessing L2 writing proficiency	12
Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision	10
Automated assessment of learner text complexity	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
Revisiting the predictive power of traditional vs. fine-grained syntactic complexity indices for L2 writing quality: The case of two genres	10
Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance	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
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
Assessing Business English writing: The development and validation of a proficiency scale	8
Dynamic assessment of argumentative writing: Mediating task response	8
Effects of L1 single-text and multiple-text comprehension on L2 integrated writing	8
The development and validation of an inventory on English writing teacher beliefs	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
Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness	7
Using Grammarly to support students’ source-based writing practices	7
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	7
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
Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality	7
Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences	6
Linguistic, cultural and substantive patterns in L2 writing: A qualitative illustration of MisLevy’s sociocognitive perspective on assessment	6
Diagnosing EFL undergraduates’ discourse competence in academic writing	6
Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects	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
The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment	5
The assessment of metadiscourse devices in English as a foreign language	5
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing	5
Appropriateness as an aspect of lexical richness: What do quantitative measures tell us about children's writing?	5
Using Eli review as a strategy for feedback in online courses	5
Exploring the impact of teacher feedback modes and features on students' text revisions in writing	5