Abstract

The use of discourse markers (DMs) is a critical component of writing proficiency in English as a Second Language (ESL), influencing coherence and cohesion in academic texts. This study investigates the variation in discourse marker usage between first-year and fourth-year Egyptian university students to understand how proficiency levels affect written cohesion. A corpus of 400 student essays was analyzed using a mixed-methods approach, incorporating both quantitative frequency analysis and qualitative functional categorization. Results indicate that first-year students overuse basic additive markers (and, but, also), leading to redundant structures and limited textual variety. In contrast, fourth-year students employ a wider range of contrastive and inferential markers (however, therefore, thus), demonstrating greater discourse competence and improved logical flow. The findings highlight the developmental trajectory of ESL learners and suggest that increased exposure to academic writing conventions supports more effective discourse structuring. These results underscore the need for targeted pedagogical interventions that emphasize the nuanced use of DMs in writing instruction. Future research should explore instructional strategies that facilitate the effective integration of DMs across different proficiency levels and examine the role of explicit discourse marker training in fostering advanced writing skills.

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