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 14 Findings of the Scheffe post hoc test: the participants’ posttest of FLLM

(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	−46.30	2.34	.00	−52.15	−40.45
CG	EG2	−37.47	2.34	.00	−43.32	−31.62
EG1	CG	46.30	2.34	.00	40.45	52.15
EG1	EG2	8.82	2.34	.00	2.97	14.67
EG2	CG	37.47	2.34	.00	31.62	43.32
EG2	EG1	−8.82	2.34	.00	−14.67	−2.97