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This qualitative study explores the impact of a proposed Hybrid Dynamic Assessment (HDA) model on the essay writing of English Language Learners (ELL). The proposed model is rooted in Vygotsky¿s Sociocultural Theory (SCT) concept of Zone of Proximal Development (ZPD). The participants of the study included six ELL and their two writing teachers within the English Language Institute (ELI) at the American University in Cairo (AUC), Egypt. Using pre- and post-tests, observations, and interviews, the study explored three main research questions which are: (1) how is the HDA model applied?, (2) what is the impact of the HDA model on the writing of the six ELL?, and (3) how do participants evaluate the HDA model? Findings of the study show that a number of different mediation strategies were used during the application of the HDA model including the use of elicitation, explanation, correction, translation, hinting, use of physical tools, and use of non-verbal cues. The mediator was found to perform a number of procedural roles including beginning the mediation session, negotiating area of focus, using appropriate mediation strategies, summing up the session, and grading students¿ writin