Responding to students’ request for the use of equitable formative assessment practices, this project 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 Business Management students in blended learning. The current project was conducted in terms of my University Teaching Fellowship at London Metropolitan University and aimed to revolutionise the way we assess students developing their digital skills and promoting communities of learning. The current presentation will highlight ways in which lecturers can include students as partners, develop their professional skills by promoting experiential learning, i.e., intercultural awareness (Meletiadou, 2021), improve students’ writing performance and favourable attitudes towards learning, cater for the needs of international students by using translanguaging (Meletiadou, 2022a) and support their well-being in the post-pandemic era (Refaat El Said, 2020).