Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)

Language Testing in Asia

Table 11 Results of the Scheffe post-hoc test: the participants’ post-test of FLCA scores

(I) groups	(J) groups	Mean differences (I-J)	Std. errors	Sig.	95% confidence intervals
(I) groups	(J) groups	Mean differences (I-J)	Std. errors	Sig.	Lower bound	Upper bound
CG	EG1	−49.50	5.28	.00	−62.69	−36.30
CG	EG2	−30.53	5.28	.00	−43.72	−17.33
EG1	CG	49.50	5.28	.00	36.30	62.69
EG1	EG2	18.96	5.28	.00	5.77	32.16
EG2	CG	30.53	5.28	.00	17.33	43.72
EG2	EG1	−18.96	5.28	.00	−32.16	−5.77