Dynamic assessment (DA) breaks the traditional dichotomy between assessment and instruction by including mediation in assessment procedures ((Poehner "Dynamic assessment: A Vygotskian approach to understanding and promoting second language development." Springer, Berlin, Germany, 2008)). The focus of DA is on how students or test-takers learn and change with mediation rather than what they can do alone. Traditionally, DA requires the presence of a person as the mediator, such as the teacher, to guide another individual's or student's learning. This human mediation is the focus of the majority of DA research. With the advancement of intelligent computing and its applications in language education, the boundaries between mediators and mediational tools can be crossed to facilitate language instruction and learning at any time and in any place. Against this backdrop, this study aims to expand DA research by applying pre-designed and standardized mediation via the computer, that is, computerized dynamic assessment (C-DA). It explores innovative and efficient mediational tools to facilitate second language (L2) development with a focus on L2 Chinese learners' pragmatic competence. [For the complete volume, "Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker. Educational Linguistics. Volume 58," see ED672546.]