The DIMA for HESG project (2022-2023) is a year-long project, in terms of which I will implement a multilingual approach toward comprehension in assessment (MACA) that has first been explored by Shohamy (2011) combined with a dynamic assessment approach (DA) that has been developed within the Vygotskian sociocultural theory of learning (Vygotsky, 1978).
It will be used with 50 undergraduate students at GSBL. This project will explore the value of peer mediation in the context of academic writing skills’ development among undergraduate BA students in blended learning.
Previous implementations of these two approaches in other settings (I was the principal investigator), indicated that their use can 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 as well as support their well-being in HEI, especially in the post-Covid-19 era (El Said, 2021).