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 15 Post-hoc Scheffe test (multiple comparison of motivation 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	− 9.68	3.18	.01	− 17.62	− 1.75
CG	CDA	− 10.17	3.18	.00	− 18.11	− 2.23
CFA	CG	9.68	3.18	.01	1.75	17.62
CFA	CDA	− .48	3.18	.98	− 8.42	7.45
CDA	CG	10.17	3.18	.00	2.23	18.11
CDA	CFA	.48	3.18	.98	− 7.45	8.42