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2026: Special Issue

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Published: 2026-09-03

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Editorial

Between ghostwriting and cowriting AI as a transformative force across writing practices, literacies, and pedagogies

Katrin Lehnen, Torsten Steinhoff

1–7
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Statements

Resisting the efficiency imperative in writing education in the age of AI

Bradley Robinson

8–12
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Writing in the GenAI era Assessing thinking or picturing a mirage?

Jin Joy Mao

13–18
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Writing versus automated text production by generative AI Distinctions, disruptions, and the need for new models

Cerstin Mahlow

19–28
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Reconceptualizing postsecondary adaption to GenAI within the turn toward digital life

Isabel Pedersen

29–34
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Euphoria, alienation, transformation Vignettes of friction in AI writing

Justin Lewis

35–41
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Empirical Research Articles

Human versus machine Comparing human and large-language-model assessments of students’ writing through benchmark ratings

Afra Sturm, Valentin Unger, Fabian Grünig

42–64
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Measuring the quality of AI-generated feedback From theoretical modelling to empirical evidence

Maurice Fürstenberg

65–96
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“I did write ‘huge’. Why does he say ‘enormous’?” Text revision processes with an AI-based chat tool and classroom interaction in a German-as-a-Second-Language lesson

Maxi Kupetz

97–122
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Cross-linguistic writing with AI Investigating transfer effects in L1/L2 and FL contexts

Alyssa Kutzner

123–157
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Methodological Articles

Exemplifying methodological triangulation in GenAI-supported writing research A course-based study

Nina Schnatz, Aline Bieri, Cerstin Mahlow

158–165
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Empirical research on AI-assisted writing Mixed-methods approaches, long-term effects, and ethical-technological conditions

Gloria Goller, Nadine Anskeit

166–170
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Methodological approaches to research on writing processes in the context of AI The example of creative and literary writing

Daniela Matz, Carolin Führer

171–180
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