Responding to students’ request for the use of equitable formative assessment practices this study used a dynamic assessment approach that has been developed within the Vygotskian sociocultural theory of learning (Vygotsky, 1978). It explored the value of peer mediation in the context of academic writing skills’ development among undergraduate BA students in blended learning. It aimed to include students as partners, develop their professional skills by promoting experiential learning, i.e., collaboration and intercultural awareness, improve students’ writing performance and favourable attitudes towards learning and support their well-being in HEI especially in the post-Covid-19 era (El Said, 2021). Fifty final year students were asked to participate in this project as part of their module. The overall aim was to decolonize the curriculum as multilingual speakers have to be judged on their own special qualities and not as failing monolinguals against an unfair yardstick (Kaufhold & Yencken, 2021). The current study aligned perfectly with the university and the school strategic aims and its ESJ/ESD frameworks as well as its focus on EDI as it enhances the creation of learning communities among students promoting tolerance and enhancing student collaboration. This project aims to foster inclusion of the increasingly diverse student cohorts due to globalisation, develop students’ digital, academic, and professional skills and innovate in tertiary education (HEA, 2020b, 2020c). As universities in the Anglophone world attend to operating on a global stage, linguistic diversity in the sector has intensified. New holistic approaches in language policy and assessment need to replace old traditions in a globalized world.