This study performed a comparative analysis of the studies on Language Assessment Literacy (LAL) within the realms of international and domestic academia, utilizing a scoping review methodology. The aim was to explore the differences and similarities in LAL research across these contexts. Based on the Web of Science (WoS) and China National Knowledge Infrastructure (CNKI)databases, the research examined articles published in significant journals between 2008 and 2023,selecting 52 English and 42 Chinese journal papers for analysis. The results indicated that while international LAL research has progressed through the phases of emerging, developing and surging, domestic research has transitioned from a nascent stage to a surge phase. International studies focused more on social contextual factors and diverse stakeholders, whereas domestic research concentrated on the development of LAL among foreign language teachers. In terms of methodology, international research leaned towards qualitative studies, while domestic research favored a mixed-method approach. It is suggested that domestic LAL research should broaden perspectives, expand the scope of research participants, and delve deeper into research questions to foster the professional development and education of teachers.