TEACHING DISCOURSE MARKERS FOR IMPROVING COHERENCE IN RESEARCH WRITING CLASSES
Authors
Aktamova Shahlo Abdunabi qizi
Safarova Mashhura Dilmurodovna
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Abstract
This study examines the role of explicit instruction in discourse markers in improving textual coherence in research writing classes at the university level. Despite their critical function in organizing academic prose and signaling logical relationships between ideas, discourse markers remain one of the least systematically taught elements in EFL writing curricula, including in Uzbekistan. The research employs a qualitative approach, drawing on text analysis of student-produced research essays before and after targeted instruction. The findings indicate that students who received explicit instruction in discourse markers demonstrated measurably improved coherence in their writing, particularly in the use of contrastive, causal, and additive connectors. The results suggest that integrating discourse marker instruction into research writing courses can significantly enhance students' ability to produce logically organized and rhetorically effective academic texts.
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