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This article examines the role of discourse connectors (DCs) in English as a Foreign Language (EFL) learners’ writing, understood as linguistic devices that signal logical relationships between ideas and support textual coherence and cohesion. Beyond simple frequency counts, the review focuses on DC diversity, rhetorical appropriateness, and functional distribution, which together shape the clarity and persuasiveness of academic texts. A qualitative systematic review was conducted under PRISMA guidelines. An initial search across Scopus, Web of Science, ERIC, and Google Scholar yielded 335 records; after applying predefined inclusion and criteria, 11 empirical studies published between 2016 and 2025 were retained. The data was analyzed thematically, producing five core themes: (a) frequency versus functional quality of DCs, (b) effects of explicit instruction, (c) error patterns and L1 transfer, (d) measurement practices and operationalization of coherence, and (e) sensitivity to genre and sociocultural context. Findings show that the raw frequency of DCs has weak or inconsistent links to writing quality, while varied and rhetorically appropriate use enhances cohesion and coherence. Explicit, sustained instruction fosters more strategic deployment, though its long-term impact remains underexplored. In conclusion, embedding DC pedagogy within broader writing instruction holds strong potential to improve L2 learners’ academic writing.
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