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 3 Descriptive statistics of self-regulation post-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	46.86	6.96	1.29	44.21	49.51	33.00	61.00
CFA	29	69.62	5.91	1.09	67.37	71.86	60.00	80.00
CDA	29	70.13	6.08	1.13	67.82	72.45	60.00	86.00
Total	87	62.20	12.58	1.34	59.52	64.88	33.00	86.00