Beyond Co-Regulation: Interplay as a Methodological Framework for Examining Self-Regulation in Generative AI-Assisted Writing
Abstract
As generative artificial intelligence (GenAI) tools become embedded in writing practices, researchers must refine methodologies for studying self-regulation in AI-assisted composition. While sociocognitive and co-regulation frameworks have effectively captured self-regulatory processes in human collaboration, they are insufficient for understanding how writers manage the dynamic and probabilistic nature of AI-generated text. This article introduces interplay as a methodological framework to analyze the recursive process of initiating, responding, adapting, and revising in human–AI writing interactions. Unlike co-regulation, where collaborators share communicative intent, interplay highlights the writer’s active role in interpreting and steering AI-generated content. Drawing on self-regulation theory, we propose an analytical framework that integrates traditional self-regulation categories (goal-setting, monitoring, and reflection) with interplay-specific coding (initiation, evaluation, acceptance, and adaptation). Through case analyses of human–AI writing exchanges, we demonstrate how interplay provides a systematic approach to studying agency, decision making, and regulatory strategies in AI-assisted writing. We argue that recognizing interplay as a distinct dimension of self-regulation advances both empirical research and pedagogical approaches to AI-mediated composition.
- Journal
- Written Communication
- Published
- 2026-05-19
- DOI
- 10.1177/07410883261440232
- CompPile
- Search in CompPile ↗
- Topics
- Export
- BibTeX RIS
Citation Context
Citation data not yet available for this article.
Related Articles
-
IEEE Transactions on Professional Communication Mar 2026Bridging the Gap: A Comparative Study of Students’ and LSPs’ Perceptions of Translation Internships ↗Shuang Liu
-
Journal of Writing Research Feb 2026Daniël Janssen; Henri Raven; Lisanne Van Weelden; Yohannes Den Hertog
-
Journal of Writing Research Feb 2026Prompting for scaffolding: A thematic analysis of K-12 students’ use of educational chatbots for writing support ↗Jon Olav Sørhaug
-
Pedagogy Jan 2026Krysten Stein; Kishonna Gray
-
Assessing Writing Jan 2026Generative artificial intelligence for automated essay scoring: Exploring teacher agency through an ecological perspective ↗Jessie S. Barrot