Why Dysfluent Font Does Not Aid Second Language Learning.
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| Title: | Why Dysfluent Font Does Not Aid Second Language Learning. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2024.2446189 |
