Exploring the Role of Generative AI Tools in Enhancing Students' Use of Discourse Markers in Academic Writing

Abstract

In an era where artificial intelligence increasingly permeates educational practices, understanding its impact on fundamental writing skills becomes essential. This study aimed to explore the role of generative AI tools in enhancing students' use of discourse markers in academic writing. The descriptive-analytical method was employed to systematically examine the phenomenon. The participants consisted of 80 high school teachers from Al-Ahsa City, Saudi Arabia, who were selected using simple random sampling. Each teacher was tasked with analyzing seven academic texts that had been previously generated using generative AI tools, focusing particularly on the frequency, accuracy, and diversity of discourse markers used within the texts. The findings revealed a substantial and positive role played by generative AI tools in promoting students' use of discourse markers. Improvements were especially notable across five key domains: addition, contrast, cause-and-effect relationships, exemplification, and conclusion. Teachers reported that AI-generated writing demonstrated a higher degree of logical coherence, smoother transitions between ideas, and a more organized rhetorical structure compared to traditional student writing samples. This study confirms the growing effectiveness of generative AI tools in fostering academically cohesive writing, providing further evidence that supports previous research findings on the transformative potential of AI in language education. Moreover, the results underline the need for integrating AI-assisted writing support into teaching practices to enhance students' academic literacy and rhetorical competence.