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Why Dysfluent Font Does Not Aid Second Language Learning.

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Title: Why Dysfluent Font Does Not Aid Second Language Learning.
Authors: Tsigeman, Elina (AUTHOR), Likhanov, Maxim (AUTHOR), Kalinnikova, Lidia (AUTHOR), Nikulenko, Anastasiia (AUTHOR), Filimonova, Elena (AUTHOR), Kovas, Yulia (AUTHOR)
Source: Journal of Experimental Education. 2026, Vol. 94 Issue 2, p255-269. 15p.
Subjects: Second language acquisition, Reading comprehension, Fluency (Language learning), Memory, Individual differences, Education research
Abstract: Multiple studies show that reading in difficult-to-read (dysfluent) fonts can enhance memory and comprehension of learned material, but it is unclear whether this effect extends to second language (L2) learning. This study investigated the effect of dysfluent fonts on L2 text memorization and comprehension, controlling for learners' individual differences (gender, L2 anxiety, L2 proficiency and L1 vocabulary size) in a sample of 480 students. We found no positive dysfluency effect on either short- and long-delayed information retention or comprehension, as well as on metacognitive judgments. Furthermore, learners' individual differences did not moderate the effect. The study provides compelling evidence that the dysfluency effect on memorization observed in L1 does not extend to L2 learning contexts. Further research in this area is needed to assess whether there is a particular combination of individual differences, dysfluent font complexity and other characteristics that will benefit learners. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Why Dysfluent Font Does Not Aid Second Language Learning.
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  Data: <searchLink fieldCode="AR" term="%22Tsigeman%2C+Elina%22">Tsigeman, Elina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Likhanov%2C+Maxim%22">Likhanov, Maxim</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kalinnikova%2C+Lidia%22">Kalinnikova, Lidia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nikulenko%2C+Anastasiia%22">Nikulenko, Anastasiia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Filimonova%2C+Elena%22">Filimonova, Elena</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kovas%2C+Yulia%22">Kovas, Yulia</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2026, Vol. 94 Issue 2, p255-269. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Multiple studies show that reading in difficult-to-read (dysfluent) fonts can enhance memory and comprehension of learned material, but it is unclear whether this effect extends to second language (L2) learning. This study investigated the effect of dysfluent fonts on L2 text memorization and comprehension, controlling for learners' individual differences (gender, L2 anxiety, L2 proficiency and L1 vocabulary size) in a sample of 480 students. We found no positive dysfluency effect on either short- and long-delayed information retention or comprehension, as well as on metacognitive judgments. Furthermore, learners' individual differences did not moderate the effect. The study provides compelling evidence that the dysfluency effect on memorization observed in L1 does not extend to L2 learning contexts. Further research in this area is needed to assess whether there is a particular combination of individual differences, dysfluent font complexity and other characteristics that will benefit learners. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220973.2024.2446189
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 255
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      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Reading comprehension
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      – SubjectFull: Fluency (Language learning)
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              Text: 2026
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