MAPPING THEORETICAL FRAMEWORKS AND METHODOLOGICAL COHERENCE IN LANGUAGE ASSESSMENT LITERACY RESEARCH IN PAKISTAN

Abstract

This conceptual systematic literature review examines the use of theoretical frameworks and methodological coherence in studies on English Language Assessment (ELA) in Pakistan. Drawing from 15 empirical studies published between 2009 and 2024, the review investigates the extent to which language assessment literacy (LAL) research is grounded in explicit theoretical models and how these frameworks influence research design. Findings reveal that only a small fraction of studies explicitly articulate their theoretical stance, with most relying on inferred paradigms such as constructivist, socio-cognitive, and psychometric traditions. Nonetheless, a pattern of implicit epistemological coherence emerges, as methodological choices often reflect underlying conceptual assumptions. This review highlights the need for greater theoretical transparency and alignment in LAL scholarship in Pakistan to foster cumulative knowledge building and policy-relevant impact. Recommendations are offered for more deliberate integration of theory in future research to strengthen its validity, interpretive depth, and pedagogical relevance.