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 5 Post hoc Scheffe test (multiple comparison of self-regulation 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	–22.75	1.66	.00	–26.90	–18.61
CG	CDA	–23.27	1.66	.00	–27.42	–19.12
CFA	CG	22.75	1.66	.00	18.61	26.90
CFA	CDA	–.51	1.66	.95	–4.66	3.63
CDA	CG	23.27	1.66	.00	19.12	27.42
CDA	CFA	.51	1.66	.95	–3.63	4.66