RECONCEPTUALIZING LANGUAGE ASSESSMENT LITERACY: BRIDGING THEORY AND PRACTICE IN ESL EDUCATION

Abstract

The study of language assessment literacy (LAL) has gained considerable momentum in recent years. As an integral component of teaching and learning, LAL plays an important role in fostering students’ academic success. However, despite its importance, research highlight that many English as a Second Language (ESL) teachers feel ill-prepared and face significant challenges in applying LAL principles effectively in their practices. This inadequacy contributes to persistent gaps in the quality of language learning and underscores the pressing need for stronger alignment between theoretical frameworks and practical applications. Therefore, this article aims to explore the conceptual foundations of LAL, tracing its evolutions, and delving into its practical applications in English as a Second Language (ESL) teaching context. Its identifies and addresses critical challenges, including cultural diversity, assessment overload, and inadequate teacher training, which impede effective language assessment practices. To bridge these gaps, the article proposes a comprehensive framework to support ESL teachers in integrating LAL principles into their teaching practices. The discussion concludes with actionable recommendations for educators, practical implications for researchers, and strategic policy suggestions to enhance LAL in ESL education. By addressing the complexities of assessment literacy, this article contributes to the ongoing efforts to improve language assessment practices, and ultimately, elevate the quality of ESL education.