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 5 Results of the Scheffe post-hoc test: the participants’ post-test of speaking fluency 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	−10.38	0.60	.00	−11.90	−8.87
CG	EG2	−4.63	0.60	.00	−6.14	−3.12
EG1	CG	10.38	0.60	.00	8.87	11.90
EG1	EG2	5.75	0.60	.00	4.24	7.26
EG2	CG	4.63	0.60	.00	3.12	6.14
EG2	EG1	−5.75	0.60	.00	−7.26	−4.24