The expansion of Blended Learning (BL) in Saudi Arabia has necessitated robust tools to evaluate Second Language (L2) teachers’ assessment literacy within blended environments. While Su and Lee (2024) established the L2 Teachers’ Blended Assessment Literacy Scale (L2TBALS), its initial validation was restricted to the Chinese context. This study addresses that gap by psychometrically validating an Arabic version of the L2TBALS. Data were collected from 494 L2 instructors (332 males and 162 females) teaching 4 languages at 4 different levels in Saudi Arabia. Confirmatory factor analysis and reliability measures demonstrated a significant model fit comparable to the original scale. These findings confirm that the Arabic L2TBALS is a psychometrically valid instrument for use in the Saudi educational context.
