Moldur, Meryem2024-10-142024-10-142024-092024-102024-09-20https://hdl.handle.net/11693/115885Cataloged from PDF version of article.Thesis (Master's): Bilkent University, M.A. in Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2024.Includes bibliographical references (leaves 395-442).This study aimed to develop guidelines for writing instruction for instructors, particularly those teaching English as a Foreign Language (EFL) in higher education contexts, to address the challenges and opportunities in an increasingly AI-integrated educational landscape. To achieve this, an interpretive meta-synthesis approach was employed, focusing on empirical quantitative and qualitative studies published in academic journals that explore the use of AI and the development of writing skills and processes involved. The researcher analyzed and synthesized the purposes, results, and implications of these studies. Through qualitative analysis using open coding and axial coding, core categories were established through selective coding. These core categories were then considered as instructional guidelines, guiding the development of guidelines for writing instruction for educators developing writing skills in English. The framework also made connections with existing international competency standards, discussing alignment with current standards, emerging gaps that are arising, policy impacts, and future directions.xxvi, 442 leaves : charts ; 30 cm.Englishinfo:eu-repo/semantics/openAccessArtificial intelligenceWriting instructionAI writing toolsAI-enhanced classesWriting instruction guidelinesThesisB162712