Expanding Constructs in Second Language Assessment

Abstract

Over the past several decades, construct definitions in second language (L2) assessment, that is, defining what constitutes language ability, have expanded considerably, from early views emphasizing discrete linguistic knowledge to broader conceptualizations that incorporate communicative competence, strategic competence, interactional competence, and language use in authentic contexts (Bachman & Palmer, 1996; Chalhoub-Deville, 2003; Chapelle, 1999; Galaczi & Taylor, 2018; Purpura, 2016; Purpura & Oh, 2024). As language users increasingly engage in complex social, academic, and professional activities, researchers have argued that language assessments should reflect a wider range of cognitive, social, and contextual factors that contribute to successful performance (e.g., Purpura, 2021, Voss et al., 2026). Consequently, L2 assessment research has focused on expanding construct definitions to better capture the knowledge, skills, and abilities required for real-world language use. This forum brings together three papers that illustrate how researchers continue to refine, broaden, and operationalize construct of L2 ability to better reflect the complex demands of 21C communication.