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Dynamic Assessment (DA), an innovative assessment approach, has begun to attract attention as a conceptualization of assessment that emphasizes the social interactive role of learning. Although DA receives attention in the field of language testing/assessment, its feasibility in engaging larger cohorts of individuals is concerned. This shortcoming of DA leads to the application of Group Dynamic Assessment (G-DA). This study examined the extent to which mediation provided through G-DA frameworks – concurrent and cumulative – supported a group of language learners’ literacy development. It investigates five intermediate L2 Chinese learners’ rhetorical awareness via their performance on Chinese reading and writing tasks. One Chinese rhetorical structures, the ‘ Qi-cheng-zhuan-he’  approach, was selected because it is considered the most difficult learning point for Chinese learners. Findings were reported: 1) the mediation provided to the participants through both concurrent and cumulative G-DA approaches promoted their understanding of the ‘ Qi-cheng-zhuan-he’  approach, 2) the more times a participant engaged as the primary interactant, the better learning outcome he/she would present, 3) individual participant had different developmental level and thus showed various extent of responsiveness to the teacher’s mediation; yet, their active participation, either verbal or nonverbal behaviors, would foster their learning performance. Pedagogical applications are discussed.

Effects of Group Dynamic Assessment on L2 Chinese learners’ literacy development: Learners’ responsiveness to interactive mediation