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 8 Outcomes of the Scheffe post-hoc test: the participants’ post-test of speaking accuracy 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	−24.48	0.90	.00	−26.75	−22.21
CG	EG2	−30.71	0.90	.00	−32.98	−28.44
EG1	CG	24.48	0.90	.00	22.21	26.75
EG1	EG2	−6.23	0.90	.00	−8.50	−3.96
EG2	CG	30.71	0.90	.00	28.44	32.98
EG2	EG1	6.23	0.90	.00	3.96	8.50