“Linguistic Aspects Still Receive More Focus”: An Exploratory Study of Teacher Educators’ Cognition and Practices of L2 Pragmatic Assessment

ABSTRACT Research on language teacher cognition concerning second language (L2) pragmatics and its assessment remains limited, and L2 pragmatics is often overlooked in many teacher education programs. To address these gaps, this study employs a within‐site case study design to explore the cognition and practices of 14 Vietnamese teacher educators of English regarding L2 pragmatic assessment. Data were collected through sample tests related to L2 pragmatic assessment and in‐person interviews. Thematic analysis revealed that none of the teacher educators had prior training in L2 pragmatic assessment, and thus, overall, their assessment practices still focus more on student teachers’ linguistic competence. However, those with knowledge of L2 pragmatics demonstrated stronger cognition and practices in this area. These findings provide insights into enhancing EFL teacher education in Vietnam and similar contexts, particularly in the integration of L2 pragmatic assessment.