The escalating incorporation of digital pedagogical technology in higher education, particularly in the post-pandemic period, posits a potential evolution in the paradigm of language instruction and assessment. The focal point of this research is to uncover the digitally-mediated language assessment practices (D-LAP) employed by Thai EFL lecturers in the university context. To fulfill this purpose, four EFL lecturers from Thai universities were purposefully selected to partake in classroom observations and subsequent stimulated recall sessions. The primary objective of these classroom observations was to shed light on the participants' assessment practices. Furthermore, the subsequent stimulated recall sessions were orchestrated to delve deeper into the participants' chosen assessment methods. The findings revealed that the majority of lecturers exhibited an intermediate degree of digital assessment literacy. This was primarily manifested in their propensity to implement assessment tasks within a digital platform and to collaboratively formulate performance indicators with their students. Additionally, it was discerned that their assessment tasks were predominantly crafted based on those presented in their sourcebooks in order to uphold the instructors' consistency in all course sections. The primary intention of these assessment tasks was to assess students' learning and diagnose their knowledge, employing a diverse assortment of assessment methods. This research endeavors to offer meaningful contributions towards the augmentation of professional development programs centered around digitally-mediated language assessment.