How does the use of generative AI (GAI) impact the cognitive processes involved in written production among learners at different proficiency levels? This question explores the cognitive effects across a range of learner abilities, allowing for a nuanced understanding of GAI's influence.

To what extent does the use of GAI alter the time allocation across different stages of the writing process (planning, drafting, revising) and how does this impact overall writing quality? This focuses on the efficiency and effectiveness of GAI's use, measuring its impact on time management and the final product.

Does the use of GAI in writing instruction lead to improved writing skills (e.g., grammar, vocabulary, argumentation) or does it hinder the development of these skills? This directly addresses the impact on specific writing skills, allowing for measurable outcomes.

What are the perceived benefits and drawbacks of using GAI for writing among learners, and how do these perceptions vary based on factors such as prior writing experience, technological literacy, and learning style? This explores the subjective experiences of learners, providing valuable qualitative data to complement quantitative findings.

How does the use of GAI in collaborative writing tasks affect the dynamics of peer interaction and knowledge construction? Does it foster deeper collaboration or lead to a diffusion of responsibility? This investigates the social and collaborative aspects of GAI use in writing, examining its impact on group work.

What pedagogical strategies can effectively leverage the potential of GAI to enhance writing instruction while mitigating the risks of over-reliance and skill stagnation? This directly addresses the need for pedagogical recommendations, focusing on best practices for integrating GAI into the classroom.

How does the use of GAI affect the authenticity and originality of student writing? What strategies can educators employ to ensure academic integrity in the context of GAI usage? This addresses the ethical concerns surrounding GAI use in academic settings, focusing on plagiarism and originality.

What are the long-term effects of GAI use on learners' writing abilities and their overall approach to writing tasks? Does it lead to a dependence on the technology or foster adaptability and critical thinking? This explores the long-term consequences of GAI integration, considering both positive and negative impacts on writing habits and skills.

How can institutions effectively support teachers in integrating GAI tools into their writing instruction, providing adequate training and resources to maximize the benefits and minimize potential risks? This focuses on the institutional level, addressing the need for teacher support and professional development.

What are the ethical implications of using GAI in assessing student writing? How can assessment methods be adapted to fairly evaluate student work in the context of GAI usage? This addresses the challenges of assessment in the age of GAI, focusing on fairness and the development of appropriate evaluation strategies.