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<p style="text-align:justify;">The&nbsp;present study employed a cumulative format of Group Dynamic Assessment (G-DA),&nbsp;an assessment approach that integrates instruction into assessment, and adopted an interactionist approach to DA to conduct a semester-long mediation program&nbsp;in a writing course, which aimed at improving the writing ability of 15 (8&nbsp;males and seven females) intermediate proficiency level sophomore students of&nbsp;English Language and Literature, in a State University in Iran. The students’&nbsp;performances on non-dynamic writing pre- and post-tests and nine in-class dynamic writing tasks, completed&nbsp;during the DA sessions, were compared using independent samples t-test and&nbsp;mixed between-within subjects analysis variance (ANOVA), respectively. More specifically, the participants were divided&nbsp;into the two groups of more-skilled and less-skilled student writers, and then&nbsp;their performance was compared. The results indicated that the mediation&nbsp;offered had been highly effective in improving the writing competence of both&nbsp;groups of more- and less-skilled writers. They have been equally able to&nbsp;benefit from the mediation received and resolve their problems in writing. In addition, the dominant patterns of tutor&nbsp;mediational and learner reciprocity moves from a recorded DA intervention&nbsp;session were identified to see how they can lead to the learners’ writing&nbsp;development.</p>

Exploring the Effects of Mediation in Group-Dynamic Assessment (G-DA) Approach for an Iranian Undergraduate EFL Writing Course

Original Research 

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