Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation

Abstract This research compared the impacts of computerized formative assessment (CFA) and computerized dynamic assessment (CDA) on students’ motivation, reading self-concept, autonomy, and self-regulation. Out of a total of 123 Bangladeshi pupils, 87 participants were carefully chosen as the study’...

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Autors principals:	Edwin Gustavo Estrada-Araoz, Biju Theruvil Sayed, Gulnorakhon Gulyamovna Niyazova, Desta Lami
Format:	Artigo
Idioma:	Inglês
Publicat:	SpringerOpen 2023-08-01
Col·lecció:	Language Testing in Asia
Matèries:	Autonomy Computerized dynamic assessment Computerized formative assessment Reading motivation Reading self-concept Self-regulation
Accés en línia:	https://doi.org/10.1186/s40468-023-00253-1
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