AI text detectors are increasingly employed in academic settings, but it remains unclear whether their outputs reflect AI authorship itself or broader linguistic features associated with polished academic English. Previous studies have reported high false-positive rates (FPRs) for non-native English writing, but population-level comparisons confound authorship with differences in topic, domain, and writing style. Professional editing provides a useful setting for examining this issue because it changes the linguistic form of manuscripts while preserving authorship and content. We examined 135,389 document pairs from a professional English editing service (2018-2025), comprising non-native manuscripts and their native-edited versions, to assess how editing affects detector responses controlling for content and authorship. For the 13 AI text detectors, FPRs for human-written texts varied widely, from 0.0% to 100.0%. Responses varied across detectors: the same edits increased AI scores in some detectors but decreased them in others. Notably, score changes correlated with the extent of editing. The findings identify professional editing style as a key confounding variable in AI detector outputs, rather than establishing a full separation of text origin from linguistic style, raising concerns about fairness and reliability in academic settings.
Large language models (LLMs) increasingly evaluate human writing in high-stakes domains such as hiring and academic assessment, putting non-native speakers at particular risk. Drawing on the language attitudes framework, we compared human and LLM evaluations of parallel L1- and L2-written Japanese emails on three dimensions: fluency, status, and solidarity. Japanese raters rated L2 texts significantly lower on all three dimensions, with a fluency gap roughly twice the size of the status and solidarity gaps. Six LLM judges reproduced the direction of this bias, and five reproduced its ordering across dimensions. The models diverged from humans in two ways: all understated the solidarity gap, the most socially grounded dimension, and all differentiated among learner L1 backgrounds where humans did not. LLM judges thus reproduce native speakers' language attitudes in a structured yet attenuated form, and the language attitudes framework offers a ready-made yardstick for auditing them beyond English.