• How does the use of generative AI (GAI) impact the cognitive and pedagogical processes involved in written production among learners at different proficiency levels? This broad question encompasses the overall research aim. Sub-questions could then explore specific proficiency levels to see if the impact varies.

• What are the specific effects of GAI on each stage of the writing process (planning, drafting, revising) for learners? This breaks down the research into the three key stages of writing, allowing for a more granular analysis of GAI's influence. Further sub-questions could investigate specific aspects within each stage (e.g., how does GAI affect idea generation during planning? How does it influence sentence structure during drafting? How does it impact the detection and correction of grammatical errors during revision?).

• Does the use of GAI in writing lead to enhanced collaborative learning experiences, or does it result in over-reliance and a reduction in the development of independent writing skills? This directly addresses the collaborative aspect, allowing for a comparison between enhanced collaboration and potential negative impacts on skill development. This could be investigated through qualitative data (e.g., interviews with learners and teachers) and quantitative data (e.g., comparing writing quality and collaboration scores between groups using GAI and those not using GAI).

• To what extent does the type of GAI tool used (e.g., grammar checker, style guide, idea generator) influence its impact on the writing process and learner outcomes? This explores the potential differences in impact based on the specific features and functionalities of different GAI tools. This would require a comparative analysis of different GAI tools.

• What pedagogical strategies can effectively integrate GAI into writing instruction to maximize its benefits and mitigate potential risks? This focuses on the practical application of the research findings, aiming to provide concrete recommendations for educators. This could involve exploring different pedagogical approaches (e.g., integrating GAI as a collaborative tool, using GAI for specific feedback, teaching critical evaluation of GAI-generated text).

• How do learner perceptions and attitudes towards GAI influence its impact on their writing performance and engagement? This explores the subjective experience of learners, considering their acceptance, comfort level, and perceived usefulness of GAI in writing. This could be investigated through surveys, interviews, and focus groups.

• What are the ethical considerations related to the use of GAI in educational settings, particularly concerning issues of plagiarism, authenticity, and equitable access? This addresses the broader ethical implications of using GAI in education, ensuring a responsible and ethical approach to its integration.

These questions provide a comprehensive framework for investigating the impact of generative AI on written production. They allow for a mixed-methods approach, combining quantitative and qualitative data to provide a rich and nuanced understanding of the phenomenon. The questions are also designed to be progressively more specific, moving from broad overarching questions to more focused sub-questions that can be addressed through specific research methods.