Abstract
Language assessment literacy, an evolving and dynamic research field, assumes a critical role in applied linguistics. This narrative review analyzes different epistemological understandings regarding language assessment literacy. Guided by the three cognitive interests as defined by Jürgen Habermas, the article illustrates the characteristics of three paradigms of language assessment literacy: language assessment literacy as a product from the technical perspective, as a process from the practical perspective, and as a praxis from the critical perspective. The advantages and drawbacks of each paradigm are also discussed. By analysing language assessment literacy through the lens of these cognitive interests, we offer insights into how the scope of language assessment literacy can be broadened and how a critical perspective can initiate democratic discussions on under-explored issues in this research field. Also, we argue that it is crucial for academics in applied linguistics to be open-minded about the coexistence of different paradigms, as this can lead to significant contributions to language education and language assessment policies.
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