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Based on Vygotsky's concept of Zone of Proximal Development, dynamic assessment (DA) has at its core the integration of assessment and instruction through mediation. DA is practiced either individually or collectively. In group-dynamic assessment (G-DA), as Poehner (2009) introduced, learners are simultaneously exposed to mediation. The problem which has been ignored in G-DA is the homogeneity and heterogeneity of EFL leaners while being mediated. This study tried to investigate the effect of group-dynamic assessment on homogeneous and heterogeneous EFL learners' ability in listening comprehension. It also intended to find out if expert-novice and peer-to-peer mediation types in G-DA differed in their effects on homogeneous and heterogeneous EFL learners' command of listening comprehension. To this end, eighty intermediate EFL learners were chosen to be the participants. According to their language proficiency, they were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups. The participants in all groups attended three listening sessions. For the mediation, the participants were assisted through novice-expert and peer-to-peer mediation types. To find out the main and interaction effect of group type and mediation type in G-DA, the post-test scores were analysed through running a two-way ANOVA. The results indicated that both group type and mediation type had significant main and interaction effect on learners' listening comprehension. A post hoc test was also utilized to compare the mean differences between the groups.

Group Dynamic Assessment (G-DA), introduced by Poehner (2009), applies mediation through concurrent and cumulative approaches. This study investigated the effect of the two approaches on Iranian homogeneous and heterogeneous EFL learners' auditory memory in listening tasks. Eighty female intermediate EFL learners were chosen as the participants of the study. They were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups with twenty participants in each. Homogeneous and heterogeneous participants were assessed through both concurrent and cumulative approaches. To find out the main and interaction effect of concurrent and cumulative G-DA and homogeneity and heterogeneity of EFL learners, the post-test scores of the participants were analysed through a two-way ANOVA. The results indicated that G-DA approaches on the one hand and homogeneity and heterogeneity of EFL learners on the other, had both significant main and interaction effect on EFL learners' auditory memory. For the independent effect of both approaches, a one-way ANOVA was also used. The results indicated that cumulative G-DA had more significant effect than concurrent one on heterogeneous EFL learners' auditory memory. ANOVA analysis also proved that the two approaches did not differ in their effect on homogenous learners.