Language assessment literacy (LAL) remains an uncharted area for many English language lecturers, hindering their ability to effectively bridge the gap between theoretical knowledge and practical application in language assessment within the classroom setting. This research aimed to investigate the language assessment literacy of Thai EFL university lecturers, with a focus on the reciprocal relationship between their knowledge and beliefs and their assessment practices. Employing a multistage sampling method, the study involved 152 Thai EFL university lecturers from eight public universities in Thailand. Participants completed a language assessment literacy questionnaire and assessment practice inventory. The findings indicated that the majority of Thai EFL university lecturers demonstrated a moderate level of language assessment knowledge. Notably, they exhibited higher proficiency in articulating clear learning objectives but lower proficiency in providing effective feedback. Moreover, the lecturers expressed that performance assessment held the greatest significance in classroom assessment, while traditional assessment methods and non-achievement-based grading were deemed less important. Additionally, it was revealed that lecturers often communicated grading criteria in advance, but they paid little attention to item analysis and test revision based on its analysis. These findings are expected to contribute to the understanding of English language lecturers' language assessment literacy and provide a basis for further development in this area.