Dynamic assessment (DA) has been implemented to diagnose language-related issues and to promote second language (L2) learners' development through intervention (Poehner, 2008). The goal is to evaluate not only what a learner can do on his or her own but also how far he or she can go with instructional intervention. Recently, scholars have conducted L2 DA research in a computerized format (C-DA) in which preprogrammed mediational prompts are integrated into the online testing procedures. This breakthrough has yielded promising findings for the scalability of this dynamically administered assessment method. However, due to the fact that it is an emerging field, the possibility of using C-DA to assist in L2 learning requires further examination. This article centers on two projects in which C-DA was used to assess university-level learners' performance in an L2 context. In the first, a listening and reading C-DA project was employed to assess reading and listening comprehension, while the second involved using C-DA to evaluate pragmatic comprehension. We specifically bring into focus how the two approaches address topics including definition of constructs, determination of tasks, design of mediation, scoring procedures, interpretation of scores/performances, and evidence of transfer. Through identifying what has been achieved and what needs to be explored further, we provide a critical analysis of L2 C-DA research and propose future directions for applying this unique technology for helping L2 learners develop language skills. We also examine the pedagogical applications of C-DA in terms of interpreting student performance and developing tailored instruction for individuals with diverse learning needs.