Language assessment literacy has been conceptually and empirically addressed mostly byresearchers from Europe, Australia, and China. Therefore, a universal conceptual framework of LAL needs voices from different stakeholders in various educational contexts. Regarding the LAL of language teachers, it has been revealed that it is mediated by personal factors and socio-cultural influences. However, teachers’ LAL should be further examined for insights into how these factors are co-constructed, negotiated, and evolved in specific contexts.