As an integral part of dynamic assessment, computerized dynamic assessment (CDA) offers learners computer-assisted automated mediation. Accordingly, the possible efficacy of corrective feedback seems to be enhanced with new technologies, such as artificial intelligence tools, that offer automatic corrective feedback. Using technology-enhanced learning facilitation theory, this study examined, in this respect, the combined effect of CDA and digitalized feedback (DF) on L2 learners' grammar acquisition. Under a quantitative methodology and in an Iranian language institute, the study used a pretest-posttest quasi-experimental design with a control group to evaluate how CDA with DF affected language learners' grammar acquisition. The statistical analyses using t-tests and ANCOVAs revealed that compared to the control group, the experimental group that underwent CDA with DF showed notable increases in both comprehension and production of conditional type 1. The results underlined how well the theory of technology-enhanced learning facilitation helps recognize and produce the target grammatical feature. Emphasizing the significance of including individualized instruction, dynamic assessment, and DF in language teaching and learning methods, implications for language teachers, syllabus designers, materials producers, and policymakers are offered.