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Fluency in Language Assessment Literacy: A Literature Review

Sutrisno Sadji Evenddy1
1
English Language Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia

Received : February 12, 2024
Revised : March 7, 2024
Accepted : March 18, 2024
Published : March 31, 2024
Corresponding Author
Author Name: Sutrisno Sadji Evenddy
Email: sutrisno.se@untirta.ac.id
DOI: 10.29303/jeef.v4i1.594
© 2024 The Authors. This open access
article is distributed under a (CC-BY
License)
Abstract: Fluency in Language Assessment Literacy (LAL) is increasingly recognized as a crucial
competency for language teachers and learners alike. This literature review explores the concept of
Language Assessment Literacy, its theoretical underpinnings, and its implications for language
teaching and learning. The review delves into the role of assessment literacy in language education,
highlighting its impact on teaching practices, learning outcomes, and student motivation.
Additionally, it examines strategies for developing and enhancing assessment literacy among
language educators, including training programs and professional development initiatives.
Furthermore, the review identifies current trends and future directions in language assessment
literacy research, emphasizing the need for continued efforts to promote assessment literacy in
language education practice and policy. Overall, this review underscores the importance of fluency
in LAL and calls for concerted action to foster its development among language educators and
learners.
Keywords: EFL/ESL, Language Assessment, Assessment Literacy, LAL

INTRODUCTION and essential competency for language teachers, researchers,

Language assessment literacy (LAL) is a crucial
competency for language teachers, enabling them to design
and evaluate assessments within the context of language
instruction (Sumardi & Guci, 2023). It has been recognized as
an essential area for researchers and scholars seeking to
enhance the language teaching environment (Sultana, 2019).
The term 'assessment literacy' has gained widespread
acceptance in educational research and has recently extended
to the field of language testing through the concept of
'language assessment literacy' (LAL) (Pill & Harding, 2013).
This literacy is particularly important in the context of English
as a Second Language (ESL) and English as a Foreign
Language (EFL) education, as demonstrated by a study on
implementing assessment literacy in ESL/EFL at the
undergraduate level in Bangladeshi universities (Karmaker,
2020). The study revealed barriers such as a lack of training in
achieving assessment literacy, insufficient university support,
and disparities between learning objectives and assessment
techniques.
Furthermore, the importance of English language
proficiency has been emphasized in literacy models,
highlighting the strong connections among language, reading,
and writing, even for second language learners of English or
English learners (Paul & Alqraini, 2019). Additionally, the
relevance of language assessment literacy is evident in the
analysis of student literacy assessments in light of their levels
of English language proficiency (Ostayan, 2016). This
underscores the significance of LAL in ensuring fair and
accurate assessments for English language learners. It is also
important to consider the sociocultural aspects of language
assessment literacy, as demonstrated in a study on criticality
in English language literacy teaching in an Iranian English
language institute (Aghaei & Rajabi, 2014). This study
emphasized the construction of English language literacy in a
specific sociocultural context, highlighting the need for a
nuanced understanding of LAL in diverse educational settings.
In conclusion, language assessment literacy is a multifaceted
and scholars. It plays a crucial role in ensuring fair, accurate,
and culturally sensitive assessments for English language
learners, particularly in diverse educational contexts.
Additionally, the need for a high degree of assessment
literacy among educators, especially those involved in
language assessment training, has been emphasized (Kim et
al., 2020). Moreover, the use of serious game-based
assessment for language literacy learning has garnered
positive feedback and satisfaction among respondents,
indicating its potential in enhancing language assessment
literacy (Aziz et al., 2019). In the context of teacher
development, the assessment literacy levels of foreign
language teachers have been investigated, with a focus on the
impact of experience and post-graduate education on their
assessment literacy (Büyükkarcı, 2016). This underscores the
significance of continuous professional development and
training in enhancing language assessment literacy among
educators. Overall, language assessment literacy plays a
pivotal role in language instruction and education,
encompassing a diverse set of competencies and principles
that are essential for effective teaching and assessment
practices.
This article aims to contribute to a deeper
understanding of Fluency in English Language Assessment
Literacy and its importance in promoting effective language
teaching and learning practices. It serves as a valuable
resource for educators, researchers, policymakers, and other
stakeholders in the field of language education.
RESEARCH METHOD
The purpose of this literature review is to examine the
concept of Fluency in Language Assessment Literacy (LAL)
and its significance in language education. It aims to provide
a comprehensive understanding of LAL, including its
theoretical foundations, practical implications, and current
trends in research and practice. There are 70 literatures related
to LAL in this study. By synthesizing existing literature, this

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review seeks to elucidate the role of assessment literacy in
language teaching and learning, exploring its impact on
teaching practices, learning outcomes, and student motivation.
The scope of the literature review encompasses various
aspects related to LAL, including: definition and components
of LAL, theoretical frameworks and models, educational
policy, assessment literacy development and training, current
trends and future directions and current trends and emerging
areas of research in LAL
RESULT AND DISCUSSION
In this section, we delve into a comprehensive
discussion of the findings and results obtained from the
literature review on Fluency in Language Assessment Literacy
(LAL). Through a systematic analysis of relevant literature,
we have examined the theoretical underpinnings, practical
implications, and current trends surrounding LAL in the
context of language teaching and learning. The discussion
encapsulates key insights gleaned from the literature review,
offering a nuanced understanding of the significance of
assessment literacy in language education. Furthermore, we
explore the implications of our findings for language
educators, learners, policymakers, and other stakeholders in
the field. By synthesizing and interpreting the results of the
literature review, this discussion aims to contribute to a deeper
understanding of Fluency in LAL and its pivotal role in
promoting effective language education practices.
Definition of Language Assessment Literacy
Language assessment literacy refers to the essential
competencies that enable language teachers to develop and
evaluate assessments within the context of language
instruction (Sumardi & Guci, 2023). It involves a series of
skills and knowledge that allow educators to design and
implement effective assessment tools to measure language
proficiency and learning outcomes. This includes the ability to
understand and apply different assessment methods, interpret
assessment results, and make data-driven decisions to improve
language teaching and learning (Tonelli & Quevedo Camargo,
2018). The process of language assessment literacy is ongoing,
involving the appropriation of relevant discourses and the
continuous development of teachers' assessment
competencies. The importance of language assessment
literacy is underscored by the need for teacher training and
professional development in the field of language testing and
assessment (Vogt & Tsagari, 2014). Research has shown that
the quality of language testing and assessment is closely linked
to the training of both pre-service and in-service language
teachers, highlighting the significance of assessment literacy
in ensuring the effectiveness and reliability of language
assessment.
In addition, the Common European Framework of
Reference for Languages (CEFR) plays a crucial role in
assessing and evaluating foreign language acquisition and
teaching, emphasizing the importance of assessment literacy
for language teachers working within this framework
(Fişekcioğlu, 2022). In addition, the concept of language
assessment literacy extends to the consideration of higher-
order thinking skills in language education (Bøhn, 2018).
Assessing content in a curriculum-based EFL oral exam
Month, Year, Volume xx, Number xx, Page xx-xx
requires teachers to be proficient in evaluating not only
language proficiency but also the application of higher-order
thinking skills, emphasizing the multifaceted nature of
language assessment literacy in the educational context.
Overall, language assessment literacy encompasses a range of
competencies and skills that are essential for language teachers
to effectively design, implement, and evaluate assessments
within the language instruction context. It is an ongoing
process that requires continuous professional development and
training to ensure the quality and reliability of language
assessments.
Component of Language Assessment Literacy
Language assessment literacy encompasses a range of
components that are essential for language teachers to
effectively design, implement, and evaluate language
assessments. The components of language assessment literacy
include skills, knowledge, principles, comprehension,
phonological awareness, phonics, print convention
knowledge, fluency, language pedagogy, sociocultural values,
local practices, personal beliefs and attitudes, scores, decision
making, critical reading and thinking skills, and classroom-
based assessment knowledge and practice (Csépes, 2021;
Khadijeh & Amir, 2015a; Khamkhong, 2018; Kremmel &
Harding, 2020; Lam, 2015; Mertzani, 2022; Sumardi & Guci,
2023; Tajeddin et al., 2022). These components are crucial for
language teachers to develop a deep understanding of
assessment practices and to make informed decisions about
assessment design and implementation.
Additionally, language assessment literacy involves
the ability to monitor, grade, and score assessments based on
theoretical knowledge, as well as the capacity to critically
evaluate language tests and other assessment procedures
(Şişman & Büyükkarcı, 2019). Furthermore, language
assessment literacy is linked to the development of linguistic
competences, such as phonological, orthographic, and
orthoepic competences, which are necessary for successful
communication (Fojkar, 2014; Rohde, 2015). These
components are essential for language teachers to effectively
navigate the complexities of language assessment and to
ensure that assessments are valid, reliable, and aligned with
the goals of language instruction.
Theoretical Model and Framework Relevant to LAL
Language assessment literacy (LAL) is a crucial area
of study that has garnered attention from scholars and
researchers in the field of language assessment. The
development of theoretical models and frameworks to
understand LAL has been a focal point of various studies.
Kremmel & Harding (2020) highlight the need for a
comprehensive, empirical model of LAL across different
stakeholder groups, emphasizing the importance of
developing the Language Assessment Literacy Survey. This
underscores the significance of understanding LAL from an
empirical perspective and its impact on various stakeholders
involved in language assessment.
Furthermore, Manten et al. (2020) discuss the
application of the Comprehensive Emergent Literacy Model
(CELM) theoretical framework in investigating the early
literacy skills of English second language learners in South
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Africa. This demonstrates the relevance of theoretical
frameworks, such as CELM, in understanding the impact of
context on the acquisition of early literacy skills, which is
pertinent to the broader discussion of LAL. In addition,
Giraldo (2018) emphasizes the need to examine the
knowledge, skills, and principles required for assessment,
defining LAL as a critical component in language teaching.
This aligns with the broader understanding of LAL as an
essential aspect of language teaching and assessment
practices.
Moreover, (Sultana, 2019) highlights the uncharted
nature of LAL for English language teachers in Bangladesh,
shedding light on the critical need for research and
development in this area. This underscores the significance of
further exploration and understanding of LAL within specific
educational contexts. In conclusion, the theoretical models and
frameworks relevant to Language Assessment Literacy
encompass a wide array of perspectives, ranging from
empirical models to the application of specific theoretical
frameworks. These studies collectively emphasize the
importance of understanding LAL across different contexts
and stakeholder groups, providing valuable insights for
language assessment practitioners and researchers.
Relationship between Language Assessment Literacy and
Language Proficiency
The relationship between language assessment literacy
and language proficiency is complex and multifaceted.
Language proficiency, encompassing aspects such as
vocabulary, grammatical knowledge, and narrative
production, is influenced by various factors including
bilingualism, sociolinguistic environment, and metalinguistic
awareness (Jacobson et al., 2016; Karlsen et al., 2016;
Shahmirzadi, 2017). Furthermore, the level of proficiency in a
language, whether it is the first or second language, has been
found to impact early literacy skills and assessments (Lonigan
et al., 2018; Ostayan, 2016). For instance, language-minority
children exhibit diverse proficiency levels in their first and
second languages, and their growth in early literacy skills is
closely associated with their proficiency in the respective
languages (Lonigan et al., 2018).
Language assessment literacy, on the other hand, plays
a crucial role in evaluating language proficiency. Teachers'
understanding of language assessment literacy, particularly in
relation to oral proficiency, is essential for effective
classroom-based assessments (Norhasim & Mohamad, 2020).
Moreover, the effects of language proficiency and contextual
factors on second language learners' written narratives
emphasize the significance of language assessment literacy in
understanding and interpreting language proficiency
assessments (Dosi & Douka, 2021).
The Role of Assessment Literacy in Language Teaching
and Learning
Assessment literacy stands as a cornerstone in the
realm of language teaching and learning, shaping instructional
practices and influencing student outcomes in profound ways.
In this section, we delve into the multifaceted role of
assessment literacy and its impact on language education.
Month, Year, Volume xx, Number xx, Page xx-xx
Impact of Assessment Literacy on Language Teaching
Practices
Assessment literacy plays a crucial role in shaping
language teaching practices. Büyükkarcı (2016) emphasizes
the significance of teacher assessment literacy in the success
of language teaching. The study investigates the assessment
literacy levels of foreign language teachers and explores the
potential impact of experience and post-graduate education on
their assessment literacy. Similarly, DiBiase‐Lubrano (2018)
underscores the importance of assessment literacy for
language faculty, particularly in a university language center
setting. It discusses the support for assessment literacy and the
effectiveness of assessment literacy studies through survey
responses.
In addition to, Halbach (2018) suggests a shift in
foreign language teaching towards literacy development to
meet the changed needs and attitudes. This aligns with the idea
that assessment literacy is essential for language teachers to
effectively evaluate and support students' literacy
development. Additionally, Liu (2017) delves into critical
literacy practices in EFL reading classrooms, highlighting the
integration of critical literacy practice and its contributions to
language proficiency and students' identities. This underscores
the interconnectedness of assessment literacy and language
teaching practices, as a deeper understanding of literacy
practices can enhance language teaching effectiveness. In
contrast, references such as (Bingham et al., 2017; Bottura et
al., 2019), and Nabhan & Hidayat (2018) focus on literacy
practices, but their emphasis is not directly related to
assessment literacy in language teaching. Similarly, references
like Rowland et al. (2014) and Su & Ma (2021) discuss literacy
theories and teaching characteristics, but they do not
specifically address the impact of assessment literacy on
language teaching practices. Therefore, these references are
not directly relevant to the task at hand.
Effects of Assessment Literacy on Language Learning
Outcomes
Assessment literacy plays a crucial role in language
learning outcomes. Research has shown that language literacy
skills can indirectly affect students' outcomes in various fields,
including science (Ramadhanty et al., 2020) . Additionally, the
level of language proficiency can impact literacy assessments,
highlighting the importance of considering students' language
abilities when conducting assessments (Ostayan, 2016).
Furthermore, the challenges in implementing classroom-based
assessment for oral proficiency, such as the dependency on
summative and standardized tests, ineffective courses and
trainings, and the low level of language assessment literacy
among teachers, can hinder the accurate evaluation of students'
language learning outcomes (Norhasim & Mohamad, 2020). It
is evident that assessment literacy is not only essential for
students but also for teachers.
Studies have investigated the assessment literacy levels
of foreign language teachers and the impact of experience and
post-graduate education on their assessment literacy
(Büyükkarcı, 2016). Moreover, the assessment literacy of
English as a Foreign Language (EFL) teachers in developing
nations, such as Bangladesh and Saudi Arabia, has been
explored, emphasizing the need for further research in this area
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Journal of English Education Forum (JEEF)
(Umer et al., 2018). The significance of language assessment
literacy has also been highlighted, indicating that it is a critical
field for improving the language teaching environment
(Sultana, 2019). Finally, the development and validation of
instruments for assessing cognitive impairment that may
hinder literacy learning in adult second language learners
further underscores the importance of understanding the
cognitive aspects of literacy learning (Nielsen & Vinnner,
2023).
Relationship between Assessment Literacy and Student
Motivation
The relationship between teacher language assessment
literacy and student motivation is crucial in language
education. Language assessment literacy involves teachers'
ability to develop, interpret, and utilize language assessments
effectively (Sumardi & Guci, 2023). It is essential for teachers
to understand the interpretive nature of assessment and to be
aware of their own knowledge and practices that shape their
decisions in assessment and their students' language learning
(Khadijeh & Amir, 2015b).
the awareness and efficiency in assessment literacy
significantly impact learners' performance in different
language skills and contribute to a reliable assessment
framework (Karmaker, 2020). In the context of student
motivation, integrative motivation, which involves the desire
to learn a language to communicate with speakers of that
language, and instrumental motivation, which pertains to
achieving specific goals such as employment or passing
exams, are significant factors influencing students' motivation
to learn a language (Suryasa et al., 2017). Students' motivation
in learning a language is often driven by the recognition of the
language's international significance and its potential to
provide better job opportunities. The link between teacher
language assessment literacy and student motivation is
evident. Teachers with high assessment literacy are better
equipped to design assessments that align with students'
language learning goals, which can positively impact student
motivation. Additionally, teachers' ability to create
assessments that are student-centered and integrated with
language skills can contribute to fostering a supportive and
motivating learning environment (Giraldo, 2020).
Assessment Literacy Development and Training
As the landscape of language education continues to
evolve, the cultivation of assessment literacy among language
educators emerges as a pivotal endeavor. This section delves
into the various approaches, strategies, and challenges
inherent in the development and enhancement of LAL among
language educators.
Approaches and Strategies for Developing LAL Among
Language Teachers
Developing teacher language assessment literacy is
crucial for educators to effectively evaluate their
preconceptions, understand the interpretive nature of
assessment, and become aware of their own framework of
knowledge that shapes their decisions in assessment and
students' language learning (Khadijeh & Amir, 2015).
Professional development strategies for teachers include the
Month, Year, Volume xx, Number xx, Page xx-xx
development of literacy among second-language learners,
cross-linguistic relationships, socio-cultural context, strategies
for educating language-minority students, and student
assessment (Wafa, 2014). Language assessment literacy
involves skills for developing tests, interpreting results, and
using the interpretation to improve language instruction and
evaluate test quality (Sumardi & Guci, 2023). A study
suggests that a newly-developed scale can serve as a valid tool
to explore language teachers’ classroom-based assessment
literacy (Tajeddin et al., 2022). There is an increased focus on
supporting teachers' assessment literacy, which involves
negotiating and articulating classroom and cultural contexts to
promote student learning towards educational standards
(DeLuca et al., 2019). Professional development programs,
whether online or face-to-face, are emphasized to improve in-
service language teachers' language assessment literacy
(Şisman & Buyukkarci, 2019) Assessment literacy is a
dynamic, context-dependent social practice that involves
teachers articulating and negotiating classroom and cultural
knowledge to achieve student learning goals (DeLuca et al.,
2019). Assessment literacy has been widely discussed and
researched in the context of teacher education and
development (Büyükkarcı, 2016). Continuing professional
development is crucial for teachers to update themselves and
increase their assessment literacy, especially in the context of
assessing young learners in English language learning (Umam
& Indah, 2020). There are gaps in developing classroom-based
language assessment literacy for in-service EFL teachers,
highlighting the need for further research and development in
this area (Lan & Fan, 2019).
Training Programs and Professional Development
Opportunities for Enhancing Assessment Literacy
Enhancing language assessment literacy among
teachers is crucial for improving the quality of language
education. Existing initiatives have shown potential in
advancing teachers' language assessment literacy and
contributing to their professional development (Giraldo,
2021). However, challenges exist, and it is essential for
stakeholders such as school principals, educational authorities,
and training providers to consider these challenges when
designing future training programs to enhance language
assessment literacy for English language teaching (Sumardi &
Guci, 2023). Professional development programs, whether
online or face-to-face, have been emphasized as significant
tools for improving in-service language teachers' language
assessment literacy (Sisman & Buyukkarci, 2019). In the
context of Bangladesh, training has been identified as a helpful
tool in developing the assessment literacy of language teachers
(Sultana, 2019).
Moreover, research has highlighted the importance of
data in providing valuable feedback to advance teachers'
professional development through language assessment
literacy (Giraldo, 2020). Strategies for professional
development of teachers, including the development of
literacy among second-language learners and student
assessment, have been explored in the context of Arabic
language teachers in Michigan (Wafa, 2014). Additionally,
professionals working to support children's language
development, such as educators and speech-language
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Journal of English Education Forum (JEEF)
pathologists, need to assess and monitor children's language
learning progress to lay the foundation for later developing
literacy skills (McIntyre et al., 2017). Furthermore, self-
reported knowledge on literacy among speech-language
pathologists and special education teachers underscores the
need for deepening the training of professional staff,
especially in addressing written language (Zadunaisky-Ehrlich
& Yifat, 2022).
Innovative teacher training opportunities can be
advanced by shedding light on how primary English language
school teachers can design suitable pedagogic approaches to
foster overall literacy development (Lucas, 2020).
Additionally, inter-professional education programs play a
role in preparing prospective teachers and speech and
language pathologists for collaborative language–literacy
instruction, emphasizing the importance of collaboration in
enhancing language assessment literacy (Wilson et al., 2016).
Challenges and Barriers in Promoting Assessment Literacy
Promoting language assessment literacy faces several
challenges and barriers, as evidenced by recent research.
Karmaker (2020) highlighted the lack of training in achieving
assessment literacy, insufficient university support, and
disparity between learning objectives and assessment
techniques as significant barriers in implementing assessment
literacy in English language teaching at the undergraduate
level. Similarly, Chi (2022) emphasized that even the
inadequacy of one dimension of language assessment literacy
is likely to cause challenges for college English teachers as
assessors. Furthermore, (Sumardi & Guci, 2023) pointed out
that inaccurate and invalid language assessment issues were
mainly due to teachers' lower level of assessment literacy and
inadequate skills to design higher-order thinking skills
(HOTS) based language assessments.
These findings collectively underscore the multifaceted
nature of challenges and barriers in promoting language
assessment literacy, ranging from inadequate training and
support to the complexities of assessing individuals with low
literacy. Addressing these challenges will require a
comprehensive approach that considers the various
dimensions of language assessment literacy and explores
alternative assessment methods to mitigate language barriers.
Current Trends and Future Directions in LAL Research
In the ever-evolving landscape of language education,
staying attuned to current trends and future directions in
Language Assessment Literacy (LAL) research is essential for
driving innovation and fostering continuous improvement in
language teaching and learning practices. This section
embarks on a journey to explore the emerging trends and
research priorities in the field of LAL, while also charting the
course for future endeavors aimed at enhancing assessment
literacy among language educators and learners.
Emerging Trends and Research Priorities in The Field of
LAL
Language assessment literacy (LAL) has gained
recognition as a crucial aspect in the field of language testing
and education (Hildén & Fröjdendahl, 2018). The importance
of LAL for language testers and educators has been
Month, Year, Volume xx, Number xx, Page xx-xx
acknowledged, leading to its emergence as a theme in
conferences and other professional platforms. Hildén &
Fröjdendahl (2018) aimed to review studies on foreign/second
language teachers' LAL, highlighting the increasing attention
given to this area of research. Furthermore, Ali Salami &
Mastour Alharthi (2022) emphasized the significance of
improving teachers' LAL to ensure the quality of language
testing and assessment.
The relationship between language proficiency and
literacy has been a subject of interest, particularly in the
context of language minority adults (Jacobson et al., 2016).
They raised questions regarding how language proficiency and
sociolinguistic environment influence health literacy in
language minority adults, emphasizing the need for further
investigation in this area. Additionally, Lau & Richards (2021)
presented evidence of a positive association between the home
literacy environment (HLE) and children's language and
literacy development, underscoring the impact of
environmental factors on literacy skills. In the context of
language assessment, the design of assessment tasks has been
highlighted as a crucial aspect of teachers' assessment literacy
(Koh et al., 2018). They emphasized the importance of
developing Chinese language teachers' capacity in using
language assessment tasks aligned with the intended
curriculum, reflecting the growing emphasis on task design in
language assessment literacy. Overall, the emerging trends
and research priorities in the field of Language Assessment
Literacy encompass the recognition of LAL as a critical area
for language testers and educators, the increasing focus on
teachers' LAL, the influence of language proficiency and
environmental factors on literacy, and the importance of
assessment task design in enhancing teachers' assessment
literacy.
Future Directions for Enhancing Assessment Literacy
among Language Educators and Learners
Enhancing assessment literacy among language
educators and learners is crucial for ensuring fair and accurate
evaluation of language proficiency. Several studies provide
valuable insights into the challenges and prospects in this area.
Sumardi & Guci (2023)emphasize the need for future training
programs to enhance English language teaching (ELT)
teachers' language assessment literacy, highlighting the role of
school principals, educational authorities, and training
providers in this endeavor. Additionally, Kim et al. (2020)
shed light on the difficulties educators face in interpreting
score reports, indicating the necessity of developing resources
to support educators’ assessment literacy and enhance the
quality of score reports.
Goodrich et al. (2023) & Mellati & Khademi (2018)
stress the critical roles of special education teachers, speech-
language pathologists, and school psychologists in ensuring
unbiased and equitable assessment practices for multilingual
children, emphasizing the need to avoid misidentification due
to differences in language exposure and use. Mellati &
Khademi (2018) highlight the multifaceted objectives of
classroom assessment, including addressing learners' needs,
evaluating learners and instruction, and motivating learners,
underscoring the importance of teachers' assessment literacy
in achieving these goals.
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Moreover, Warner & Dupuy (2018) discuss the impact
of new literacy practices and digital communication media on
foreign language (FL) educators, emphasizing the need to
confront the multilingual reality of contemporary communities
in language teaching. Baker & Scott (2016) emphasize the
importance of addressing early communication and language
needs, determining effective instructional techniques and
assessments, and strengthening the first language to support
second language learning for deaf and hard of hearing
multilingual learners.
In addition, Emm & Hawkins (2020) highlight the
connections between language literacy and digital and social
futures, indicating the evolving nature of literacy in the context
of technological advancements. Waemusa & CONCLUSION
Jongwattanapaiboon (2023) suggest that digital literacies can
enhance language learning through appropriate use of mobile
technology, aligning with the evolving digital landscape and
its impact on language education.
Language Assessment Literacy and Educational Policy
To promote language assessment literacy,
policymakers should consider several key recommendations.
Firstly, it is essential to design future training programs to
enhance language assessment literacy among English
Language Teaching (ELT) teachers (Sumardi & Guci, 2023).
These programs should focus on Higher Order Thinking Skills
(HOTS) based language assessment literacy, addressing the
challenges and prospects in English language teaching.
Additionally, policymakers should emphasize the importance
of language proficiency and sociolinguistic environment in
promoting health literacy, particularly among language
minority adults (Jacobson et al., 2016). This involves adopting
language approaches that are more suitable for measuring
health literacy in these populations and conducting further
place-based research to understand the connection between
language proficiency and health, especially in border
communities.
Policymakers should take into account the implications
of diverse language values and practices across regions when
developing language-in-education policy for adult literacy
provision, particularly in countries in the global south (Boon
et al., 2021). This requires a nuanced understanding of the
linguistic diversity and cultural practices within different
regions to effectively shape language policy. Additionally,
collaborative approaches and mentorship between preschool
teachers and Speech-Language Therapists (SLTs) should be
promoted to enhance language and literacy development in
under-served preschools (Giacovazzi et al., 2021).
Policymakers should consider supporting initiatives that
utilize environmental print as a stimulus material to promote
emergent literacy in under-served communities.
Moreover, it is crucial to focus on facilitating language
and literacy development through multilinguistic approaches
for assessment and intervention (Meaux et al., 2020).
Policymakers should recognize the effectiveness of
morphological awareness in language and literacy
development and prioritize its incorporation into assessment
and intervention strategies. Additionally, policymakers should
consider the role of English as a Lingua Franca in multilingual
societies and provide recommendations for educators on
Month, Year, Volume xx, Number xx, Page xx-xx
utilizing best practices from literacy, culture, and language
education literature to improve the quality of education within
the confines of language policy impasses (Iyer &
Ramachandran, 2019).
Finally, policymakers should emphasize the
importance of community-based opportunities for education,
such as English as a second language (ESL) programs, to
improve health literacy among Spanish speakers (Soto Mas,
Cordova, et al., 2015; Soto Mas, Ji, et al., 2015). These
programs can play a significant role in facilitating a health-
literate society and should be supported through relevant
policy initiatives.
LAL encompasses a range of competencies, including
knowledge of assessment principles, proficiency in
assessment techniques, and the ability to interpret and use
assessment data effectively. Assessment literacy has been
shown to significantly impact teaching practices, learning
outcomes, and student motivation in language education.
Strategies for developing and enhancing LAL among language
educators include training programs, professional
development initiatives, and the integration of assessment
literacy into language teaching practices. Analysis of
educational policies has underscored the importance of
assessment literacy in shaping curriculum development and
assessment standards.
The significance of fluency in LAL cannot be
overstated in the context of language teaching and learning. A
strong foundation in assessment literacy enables educators to
design effective assessments, provide meaningful feedback,
and adapt instruction to meet the diverse needs of learners.
Moreover, assessment-literate educators are better equipped to
foster a positive learning environment, enhance student
engagement, and promote lifelong learning skills. For learners,
fluency in LAL cultivates critical thinking, self-regulation,
and metacognitive awareness, empowering them to become
active participants in their own learning journey. Ultimately,
fluency in LAL is essential for fostering quality language
education and supporting the academic and personal
development of learners.
In light of the findings presented in this literature
review, there is a clear call to action for promoting assessment
literacy in language education practice and policy. Educators,
administrators, policymakers, and other stakeholders must
prioritize the development and enhancement of assessment
literacy among language educators. This can be achieved
through targeted training programs, ongoing professional
development opportunities, and the integration of assessment
literacy into teacher education curricula. Additionally,
policymakers play a crucial role in establishing clear standards
and guidelines for assessment literacy, ensuring that it is
recognized and valued as an essential component of effective
language education. By collectively embracing and advancing
assessment literacy, we can foster a culture of excellence in
language teaching and learning, ultimately empowering
educators and learners to achieve their full potential.
Page | 6
Journal of English Education Forum (JEEF)
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