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 11 Descriptive statistics of motivation pre-test

	N	Mean	Std. deviation	Std. error	95% Confidence interval for mean		Minimum	Maximum
	N	Mean	Std. deviation	Std. error	Lower bound	Upper bound	Minimum	Maximum
CG	29	95.55	4.68	.87	93.76	97.33	81.00	103.00
CFA	29	97.10	4.70	.87	95.31	98.89	90.00	109.00
CDA	29	97.13	4.39	.81	95.46	98.81	90.00	109.00
Total	87	96.59	4.60	.49	95.61	97.57	81.00	109.00