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<p style="text-align: justify;">The rapid advancement of digital technologies has transformed language assessment in the past several decades, bringing both benefits and challenges for second language (L2) teachers, who need to advance their language assessment literacy (LAL) in response to the drastic changes. In this reflective essay, drawing on ancient Chinese philosophy, particularly the Shu (the Technique) and Dao (The Way) binary, I first narrate my LAL development from 2010 to 2022, from a pre-service teacher to an in-service teacher-assessor, by emphasizing how my assessment practices (Shu) have changed in response to digital technologies. Then, I reflect on the unchanging Dao of my LAL crystallized during my PhD studies from 2022 to 2025 as a teacher-researcher investigating teachers&rsquo; LAL, namely, using language assessment to achieve students&rsquo; holistic development. Finally, I advocate a vision in which L2 teachers can respond to the constantly evolving technological environment by grounding their future technology-assisted assessment practices in the unchanging principles of the Dao through human-AI collaboration.</p>

ltf.2026.13.06.pdf

Perspective Article

ltf.2026.13.06.xml

“Respond to Change with the Unchanging”: A Second Language Teacher’s Reflective Journey in Transforming Language Assessment Literacy in the Digital Era

Guest-editor: 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey

Special Issue:  Language Assessment Literacy in the New Era: New Concerns, Same Solutions?