摘要：Theoretically emerged from Vygotsky`s sociocultural theory of mind (SCT), Dynamic Assessment (DA) highlights the notions of mediation and reciprocity as the dynamics of learners` progress toward independent functioning. As a qualitative inquiry into the nature of Iranian EFL learners` development in DA based academic writing courses, this study examined their emerging mediation typologies and reciprocity patterns within the face-to-face (FTF) and Computer-Mediated (CM) contexts. In so doing, microgenetic analysis was applied to the interactions of four Iranian EFL learners with an expert within the focused contexts. Results indicated that although mediation typology of the FTF context encourages private analysis and other-regulation, CM mediation facilitates smart correction and consciousness raising. CM mediation also promotes learners` critical thinking through its focus on form. Based on the noticed differences, reciprocity in the CM context targets higher cognitive levels of performance and problem-solving. This study highlights the significance of the CM form of DA in guiding learners` efforts to get self-regulation in academic writing..
