![]() ![]() While there was a positive, weak, and nonsignificant relationship between prosodic reading scores and reading comprehension skills in the A1-level, there was a positive, low-level, and significant relationship in the C1 level. Analysis results indicated a negative, low-level, and significant relationship between the participants' oral reading errors and reading comprehension skills. Whilst Spearman's rank correlation coefficient was utilized to determine the relationship between the data that did not distribute normally, Pearson's correlation coefficient was employed to test the relationship between the data that distributed normally. Data on oral reading prosody were collected using the "Prosodic Reading Scale" and the quantitative data on reading speed and accurate reading were collected through the analysis of oral reading recordings. The qualitative data were collected through the analysis of the participants' oral reading voice recordings. This study utilized a "sequential descriptive pattern", one of the mixed method designs with a view to (doing what? Please state the aim here). Additionally, statistically significant interactions between video‐based training and emergency types suggested that training effectiveness should be considered in accordance with the emergency type. Our results suggested that video‐based training is effective in improving participants' emergency preparedness and changing their behaviour patterns to a certain extent such as reducing following behaviour and encouraging safe evacuations. Our results also demonstrated the influence of emergency type on participants' final decisions and considerations of the recommendations. Moreover, participants in the active shooter simulation had a higher level of response efficacy than those in the fire emergency simulation. Results from ANOVA showed that training increased participants' self‐efficacy significantly, especially for those in the active shooter group. The results revealed that participants with video‐based training more often chose to follow other recommendations when responding to building emergencies instead of simply following others. ![]() A total of 108 participants were recruited and responded to the fire or active shooter incident with or without video‐based training. We simulated fire and active shooter emergencies in a virtual office building and conducted evacuation experiments to examine participants' emergency responses using both objective and subjective metrics. ![]() This study examines whether video‐based training is an effective method to prepare occupants for building emergencies and how the effectiveness differs in the context of different building emergencies. However, the effectiveness of video‐based training for preparing occupants for building emergencies has not been rigorously studied nor has the impact of emergency type been investigated on training effectiveness. Video‐based training has been widely adopted by private organizations and public authorities to educate occupants on various types of building emergencies. The results also imply a need for further study of a persistent but unsupported belief in FL settings that simply increasing language proficiency guarantees reading fluency and that word recognition and fluency need not be developed as skills. The results have implications for future uses of RR in FL contexts, future reading comprehension test design, and the need for measurement of working memory during short- and long-term use of RR. Results suggest that the experimental group (n = 24) gained in reading fluency, and comprehended significantly more than the control group (n = 26). This report describes an 11-week quasi-experimental RR study carried out with university-level Vietnamese learners of English using improved reading comprehension testing procedures. RR used in FL settings is a more rare practice studies show RR increases FL learners’ reading fluency but not necessarily their comprehension, possibly due to poor comprehension test instrumentation. In RR, readers read a simplified text repeatedly to help automatize word recognition, leaving more cognitive resources for higher order comprehension processes. Repeated reading (RR) was devised by Samuels to develop reading fluency in English L1 readers, and instantiate Automaticity Theory in practice. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word recognition. Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. ![]()
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