Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation

Language Testing in Asia

Table 10 Post hoc Scheffe test (multiple comparison of self-concept post-test)

(I) groups	(J) groups	Mean difference (I-J)	Std. error	Sig	95% Confidence interval
(I) groups	(J) groups	Mean difference (I-J)	Std. error	Sig	Lower bound	Upper bound
CG	CFA	− 7.75	1.01	.000	− 10.28	− 5.23
CG	CDA	− 8.65	1.01	.000	− 11.18	− 6.12
CFA	CG	7.75	1.01	.000	5.23	10.28
CFA	CDA	− .89	1.01	.678	− 3.42	1.63
CDA	CG	8.65	1.01	.000	6.12	11.18
CDA	CFA	.89	1.01	.678	− 1.63	3.42