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 2021-11-01 to 2025-11-01.)

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	346
The relationship between executive functions, source use, and integrated writing performance	306
Book review	130
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	113
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	75
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	44
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	43
Book review	42
Effects of a genre and topic knowledge activation device on a standardized writing test performance	40
Editorial Introduction – AI, corpora, and future directions for writing assessment	40
Exploring new insights into the role of cohesive devices in written academic genres	34
Investigating the dimensions and determinants of children’s narrative writing in Korean	33
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	31
Dependency distance measures in assessing L2 writing proficiency	29
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	27
Investigating a customized generative AI chatbot for automated essay scoring in a disciplinary writing task	25
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	25
Assessing writing in fourth grade: Rhetorical specification effects on text quality	25
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	24
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	23
The effect of metacognitive instruction with indirect written corrective feedback on secondary students’ engagement and functional adequacy in L2 writing	23
Book review	23
Editorial	22
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	22
Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks	21

Using Peerceptiv to support AI-based online writing assessment across the disciplines	21
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus	21
Using ChatGPT for second language writing: Pitfalls and potentials	21
Editorial Board	21
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	20
Book review	20
Using unfolding models to identify targeted feedback strategies for student writing	19
Book review	18
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy	18
Writing productivity development in elementary school: A systematic review	18
Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test	18
Editorial - vol 55 Jan 2023	17
Connecting form with function: Model texts for bilingual learners’ narrative writing	17
Editorial	17
Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A 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
Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing	16
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	16
Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective	15
Improving writing feedback quality and self-efficacy of pre-service teachers in Gen-AI contexts: An experimental mixed-method design	14
Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn	13
Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong	13
Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective	13
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	13
Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811]	12
Fostering student engagement with feedback: An integrated approach	12
Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills	12
Editorial Volume 54	11
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior	11
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	11
Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education	11
Assessing Korean writing ability through a scenario-based assessment approach	11
Comparing trained EFL peer reviewers’ feedback: From claim to reality	11
Editorial	11
Book review	11
A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports	11
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	10
The development and validation of a scale on L2 writing teacher feedback literacy	10
Editorial Board	10
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	10
Developing and validating an analytic rating scale for a paraphrase task	10
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	10
Investigating whether a flemma count is a more distinctive measurement of lexical diversity	10
Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy	9
Lexical richness in young English learners’ writing: A focus on opinion and listen-write task types	9
Linguistic predictors of L2 writing performance: Variations across genres	9
A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features	9
Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test	9
Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality	9
Book review	9