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’...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2023-08-01
|
| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-023-00253-1 |