OOIR: Observatory of International Research

Papers

(The TQCC of Assessing Writing is 6. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Using ChatGPT for second language writing: Pitfalls and potentials	117
Collaborating with ChatGPT in argumentative writing classrooms	105
Improving student feedback literacy in academic writing: An evidence-based framework	92
Fostering student engagement with feedback: An integrated approach	67
Investigating minimum text lengths for lexical diversity indices	64
Using chatbots to scaffold EFL students’ argumentative writing	50
Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance	47
The role of L2 writing self-efficacy in integrated writing strategy use and performance	45
Complexity, accuracy, and fluency as indices of college-level L2 writers’ proficiency	38
Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study	30
“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing	30
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment	28
L2 learners’ agentic engagement in an assessment as learning-focused writing classroom	26
Assessing L2 student writing feedback literacy: A scale development and validation study	26
Lexical density and diversity in dissertation abstracts: Revisiting English L1 vs. L2 text differences	25
Revisiting the predictive power of traditional vs. fine-grained syntactic complexity indices for L2 writing quality: The case of two genres	25
Dependency distance measures in assessing L2 writing proficiency	23
Perceptions of the inclusion of Automatic Writing Evaluation in peer assessment on EFL writers’ language mindsets and motivation: A short-term longitudinal study	22
Syntactic complexity in L2 learners’ argumentative writing: Developmental stages and the within-genre topic effect	22
Examining lexical features and academic vocabulary use in adolescent L2 students’ text-based analytical essays	19
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	19
Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES)	18
Writing motivation: A validation study of self-judgment and performance	18
Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision?	17
Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective	16

Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance	16
Examining L2 English University students’ uses of lexical bundles and their relationship to writing quality	16
Exploring the impact of teacher feedback modes and features on students' text revisions in writing	15
Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups	15
Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness	15
Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision	13
Validating a rubric for assessing integrated writing in an EAP context	13
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing	13
The impact of essay organization and overall quality on the holistic scoring of EFL writing: Perspectives from classroom english teachers and national writing raters	13
Exploring the development of student feedback literacy in the second language writing classroom	13
Dynamic assessment of argumentative writing: Mediating task response	12
Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality	12
Complementation of multiple sources of feedback in EFL learners’ writing	12
Effects of L1 single-text and multiple-text comprehension on L2 integrated writing	12
Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs	12
Automated assessment of learner text complexity	12
Diagnosing EFL undergraduates’ discourse competence in academic writing	11
Remodeling writers’ composing processes: Implications for writing assessment	11
Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects	11
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	11
Association of keyboarding fluency and writing performance in online-delivered assessment	11
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	10
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	10
The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI): A tool for measuring beliefs about writing	10
The development and validation of an inventory on English writing teacher beliefs	9
Cognitive validity evidence of computer- and paper-based writing tests and differences in the impact on EFL test-takers in classroom assessment	9
Editorial Introduction – AI, corpora, and future directions for writing assessment	9
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	9
Diagnosing writing ability using China’s Standards of English Language Ability: Application of cognitive diagnosis models	9
Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions	8
Exploring new insights into the role of cohesive devices in written academic genres	8
Integrated writing and its correlates: A meta-analysis	8
Predicting EFL expository writing quality with measures of lexical richness	8
The relationship between peer feedback features and revision sources mediated by feedback acceptance: The effect on undergraduate students’ writing performance	8
Investigating the authenticity of computer- and paper-based ESL writing tests	8
Using Grammarly to support students’ source-based writing practices	8
Using Peerceptiv to support AI-based online writing assessment across the disciplines	8
It takes two to tango: Investigating teacher-student interactions related to written corrective feedback with Activity Theory	8
Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences	7
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	7
The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment	7
The assessment of metadiscourse devices in English as a foreign language	7
Complexity, accuracy, and fluency in L2 writing across proficiency levels: A matter of L1 background?	6
The impacts of self-efficacy on undergraduate students’ perceived task value and task performance of L1 Chinese integrated writing: A mixed-method research	6
Composing strategies employed by high-and low-performing Iranian EFL students in essay writing classes	6
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	6
Teachers’ perspectives on the causes of rater discrepancy in an English for Academic Purposes context	6
Linguistic, cultural and substantive patterns in L2 writing: A qualitative illustration of MisLevy’s sociocognitive perspective on assessment	6
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	6
The development and validation of a scale on L2 writing teacher feedback literacy	6