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 20 Post hoc Scheffe test (multiple comparison of autonomy 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	Form	− 9.86	1.58	.00	− 13.81	− 5.91
CG	Dy	− 10.68	1.58	.00	− 14.64	− 6.73
CFA	Con	9.86	1.58	.00	5.91	13.81
CFA	Dy	− .82	1.58	.87	− 4.77	3.12
CDA	Con	10.68	1.58	.00	6.73	14.64
CDA	Form	.82	1.58	.87	− 3.12	4.77