The use of Computerized Dynamic Assessment (CDA) as an interesting method to improve students' attitudes towards learning English is examined in this study. This research aims to understand how CDA helps students become more motivated to learn English, especially grammar. Six students of SMA YASIHA Gubug were the subjects of observations, interviews, and recordings as part of the qualitative research approach. The main tool for implementing CDA was the BBC Learning English platform. Important motivational elements were studied, such as autonomy, competence, self-regulation, relatedness, intrinsic and extrinsic motivation, and self-regulation. According to the research results, CDA successfully builds students' motivation in learning, This is a result of the interactive features, which include progress tracking, real-time feedback, and gamification and points components. Students showed confidence, independence in learning, and a more enthusiastic approach to learning English. In addition, through teacher support and peer interaction, CDA encourages a sense of community. The study concludes by highlighting the potential of CDA as a teaching tool that actively builds students' motivation to learn. According to this study, incorporating CDA in language teaching can make the classroom more dynamic and focused on students' needs.
Keywords: Computerized Dynamic Assessment, motivation in english learning, self-determination theory