report on test takers worldwide - iibc-global.org

2018 Report on

Test Takers Worldwide

2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® S P E A K I N G & W R I T I N G T E S T S 1

Contents

The TOEIC® Background Questionnaire ........................................................................................................................................3

Description of TOEIC® Speaking Test Takers in 2018 ................................................................................................................4

Mean TOEIC® Speaking Scores Across Native Countries .......................................................................................................5

TOEIC® Speaking Test Takers by Demographic Variables .......................................................................................................7

Gender ........................................................................................................................................................................................... 12

Education ...................................................................................................................................................................................... 13

Academic Major ......................................................................................................................................................................... 14

Employment Status .................................................................................................................................................................. 15

Type of Industry ........................................................................................................................................................................ 16

Type of Job ................................................................................................................................................................................... 19

Years Spent Studying English ................................................................................................................................................ 20

Type of Language Skill Most Emphasized When Studying English ......................................................................... 21

Daily English Use Requirement ............................................................................................................................................ 22

Most Frequently Used Language Skill ................................................................................................................................ 23

Difficulty with English Affecting Communication ......................................................................................................... 24

Time Spent in a Native English-speaking Country ........................................................................................................ 25

Purpose for Time in a Native English-speaking Country ............................................................................................. 26

TOEIC® Speaking Test-Taking Experience .......................................................................................................................... 27

Purpose for Taking the TOEIC® Speaking Test .................................................................................................................. 28

Description of TOEIC® Writing Test Takers in 2018 .................................................................................................................. 29

Mean TOEIC® Writing Scores across Native Countries ........................................................................................................... 30

TOEIC® Writing Test Takers by Demographic Variables ........................................................................................................ 32

Gender ........................................................................................................................................................................................... 37

Education ...................................................................................................................................................................................... 38

Academic Major ........................................................................................................................................................................ 39

Employment Status .................................................................................................................................................................. 40

Type of Industry ........................................................................................................................................................................ 41

Type of Job .................................................................................................................................................................................. 44

Years Spent Studying English ............................................................................................................................................... 45

Type of Language Skill Most Emphasized When Studying English ........................................................................ 46

Daily English Use Requirement ........................................................................................................................................... 47

Most Frequently Used Language Skill ................................................................................................................................ 48

Difficulty with English Affecting Communication ......................................................................................................... 49

2 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® S P E A K I N G & W R I T I N G T E S T S

Time Spent in a Native English-speaking Country .........................................................................................................50

Purpose for Time in a Native English-speaking Country .............................................................................................51

TOEIC® Writing Test-Taking Experience ...............................................................................................................................52

Purpose for Taking the TOEIC® Writing Test ......................................................................................................................53

Relationship Between Speaking and Writing Scores .............................................................................................................53

APPENDIX A ...........................................................................................................................................................................................54

APPENDIX B1 .........................................................................................................................................................................................56

Response Rates to Each Background Question Based on TOEIC® Speaking Test Population in 2018 .....................................................................................................................................................................56

APPENDIX B2 .........................................................................................................................................................................................57

Response Rates to Each Background Question Based on TOEIC® Writing Test Population in 2018 .....................................................................................................................................................................57

APPENDIX C ...........................................................................................................................................................................................58

Correlations Between Speaking and Writing Scores by Region ................................................................................58


The TOEIC® Background Questionnaire

The TOEIC® Background Questionnaire is a self-survey that gathers information about TOEIC® Speaking and Writing test takers’ educational background, work experience, English-language study and use, and the TOEIC Speaking and Writing test-taking experience. Responses to the questionnaire enable users to learn more about the backgrounds of people who take the test and some of the factors that affect their TOEIC Speaking and Writing scores and related improvement in English proficiency. Test takers are asked to complete the TOEIC Background Questionnaire before taking the TOEIC Speaking and Writing tests.

The TOEIC Background Questionnaire is presented in Appendix A.

This report is based on the information gathered from all test takers who completed the TOEIC Background Questionnaire administered in 2018.

The response rates varied across different background questions and were quite different between Speaking and Writing (Appendix B1 and Appendix B2). Consequently, caution should be taken in making inferences based on this data.

Since test takers can choose to take both the TOEIC® Speaking test and the TOEIC® Writing test together, or take one of the tests individually, this report provides test score information by background questions for Speaking and Writing separately based on different test-taking populations.

Please note that all percentages within the text are rounded to the nearest whole number and in some cases may sum to more than 100 percent. Also note that all tables and figures reflect results only for categories containing 50 or more test takers.


Description of TOEIC® Speaking Test Takers in 2018

Background information was collected from all of the test takers who took the TOEIC® Speaking test in 2018 (including test takers who took both the TOEIC Speaking test and the TOEIC® Writing test and those who only took the TOEIC Speaking test), either through the Public Testing Program or the Institutional Testing Program. The following are highlights about TOEIC Speaking test takers based on the collected data. As noted earlier, the number of test takers who responded to each background question varied across questions.

• 57% of test takers were males;

• Most test takers (73%) had an undergraduate degree or were pursuing one;

• 39% of test takers majored in Engineering while 19% and 15% majored in Liberal Arts and Business, respectively;

• 41% of test takers were full-time students, while 38% were employed full-time;

• 38% of test takers worked in the manufacturing industry and 24% of test takers worked in the service industry;

• 22% of test takers worked in clerical/administrative positions, 16% worked in technician positions, and 14% worked in scientific/technical professional positions;

• 84% of test takers had spent more than 6 years studying English;

• 42% of test takers indicated Listening, Reading, Speaking and Writing as their most emphasized skills when studying English;

• 39% of test takers used English 1% to 10% of their daily life;

• 23% of test takers selected Listening and Speaking as their most often used English- language skill;

• 47% of test takers “sometimes” had difficulty with English communication;

• 20% of test takers had spent six months or more in a native English-speaking country;

• 38% of test takers indicated travel as purpose for time in English-speaking countries and 28% of test takers indicated participating in language programs as purpose;

• 41% of test takers who took the TOEIC Speaking test in 2018 had never taken the test before, and 26% had previously taken the test three or more times;

• 51% of test takers had taken the TOEIC Speaking test for job application purpose and 21% for promotion purpose.


Mean TOEIC® Speaking Scores Across Native Countries

Figure 1, below, shows the mean and standard deviation of TOEIC® Speaking scores by geographic region. Table 1, on the following page, is organized by the native country of test takers and shows the average test scores of all individuals from a

given country. Please keep in mind that the native country of a test taker is not necessarily the country in which he or she took the TOEIC Speaking test. Only countries with 50 or more TOEIC Speaking test takers are included in this table.

TOEIC Speaking and Writing Worldwide Report 2018

5

Mean TOEIC® Speaking Scores Across Native Countries Figure 1, below, shows the mean and standard deviation of TOEIC® Speaking scores by geographic region. Table 1, on the following page, is organized by the native country of test takers and shows the average test scores of all individuals from a given country. Please keep in

mind that the native country of a test taker is not necessarily the country in which he or she took the TOEIC Speaking test. Only countries with 50 or more TOEIC Speaking test takers are included in this table.

*Note- All charts reflect results only for categories containing 50 or more test takers. Mexico is included in the data for North America.

2018 Worldwide TOEIC® Speaking Score

Figure 1: Mean TOEIC Speaking Score by Region

South America

Europe

Asia

North America

Oceania

0 50 100 150 200

116(27)

123(31)

123(27)

134(32)

137(38)

Figure 1: Mean TOEIC Speaking Score by Region

2018 Worldwide TOEIC® Speaking Score

*Note- All charts reflect results only for categories containing 50 or more test takers. Mexico is included in the data for North America.


Table 1: Mean Performance by Native Country

CountrySpeaking

Mean (SD)*

ARGENTINA 162 (29)

BRAZIL 118 (42)

CHILE 119 (38)

CHINA 114 (26)

COLOMBIA 143 (26)

COSTA RICA 116 (32)

ECUADOR 158 (27)

EL SALVADOR 130 (22)

FRANCE 144 (28)

GERMANY 160 (25)

HUNGARY 166 (30)

INDIA 69 (34)

INDONESIA 142 (24)

ITALY 140 (24)

JAPAN 111 (32)

KOREA, SOUTH 125 (25)

MEXICO 139 (22)

NEW ZEALAND 116 (27)

PANAMA 117 (22)

PHILIPPINES 151 (19)

SINGAPORE 116 (26)

SPAIN 127 (32)

TAIWAN 139 (23)

THAILAND 108 (37)

TURKEY 130 (33)

UNITED ARAB EMIRATES 132 (27)

UNITED STATES 134 (28)

VIETNAM 114 (28)

*SD = Standard Deviation


TOEIC® Speaking Test Takers by Demographic Variables

Table 2 presents the number and percentage of TOEIC® Speaking test takers falling into different demographic categories, as well as the average TOEIC Speaking scores for each category. More in-depth information about TOEIC Speaking test takers in these categories is shown after Table 2.

The categories used in this report are those found in the TOEIC® Background Questionnaire.

Table 2: Mean TOEIC® Speaking Test Takers Performance by Demographic Categories


% of Test Takers

Speaking

Mean (SD)*

Gen

der Female 43.0 129 (27)

Male 57.0 120 (26)

Educ

atio

n

Elementary school 1.1 119 (31)

Junior high school 0.5 115 (31)

High school 3.4 118 (33)

Vocational school 0.4 116 (28)

Vocational school after high school 0.5 115 (32)

Community college 5.5 110 (30)

Undergraduate college 73.1 128 (24)

Graduate school 12.4 126 (25)

Language institution 3.3 123 (25)

Maj

or

Liberal arts 19.1 132 (27)

Social studies 7.2 134 (25)

Business related 15.4 131 (26)

Sciences 6.8 124 (25)

Health related 2.0 128 (26)

Engineering 38.9 120 (23)

Other 10.6 121 (28)


Table 2: Mean TOEIC® Speaking Test Taker Performance by Demographic Categories (Continued)

% of Test Takers

Speaking

Mean (SD)*

Curr

ent S

tatu

s Full-time employee 38.1 121 (27)

Part-time employee 4.1 128 (29)

Not employed 16.4 128 (23)

Full-time student 41.4 129 (25)

Type

of I

ndus

try

Agriculture 2.1 118 (30)

Construction 7.2 118 (25)

Manufacturing-Food 1.5 121 (29)

Manufacturing-Pharmaceuticals 1.1 123 (25)

Manufacturing-Chemicals 4.2 119 (25)

Manufacturing-Fabric 0.3 120 (31)

Manufacturing-Petroleum 0.5 127 (23)

Manufacturing-Metals 3.3 125 (23)

Manufacturing-Machinery 5.5 115 (24)

Manufacturing-Electronic 10.7 114 (23)

Manufacturing-Vehicles 4.2 115 (28)

Manufacturing-Glass 0.2 119 (23)

Manufacturing-Clothing 1.0 125 (28)

Manufacturing-Other 5.1 115 (26)

Service-Education (High school or below) 2.2 140 (25)

Service-Education (College or above) 1.5 144 (27)



% of Test Takers

Speaking

Mean (SD)*

Type

of I

ndus

try

(con

t.)

Service-Legislative 1.0 131 (25)

Service-Foreign Affairs 0.3 139 (26)

Service-Armed forces 2.1 125 (26)

Service-Health 1.3 122 (27)

Service-Traveling 5.5 124 (26)

Service-Other 10.4 127 (27)

Public Utility Production 3.5 124 (25)

Mass Media 1.1 133 (29)

Telecommunication 2.2 117 (25)

Retail/Wholesale 1.4 111 (35)

Trading 2.4 129 (27)

Finance 3.1 129 (25)

Insurance 0.5 129 (28)

Real Estate 0.3 121 (29)

Transportation 1.8 129 (26)

Other 12.5 120 (29)

Type

of J

ob

Management 8.9 127 (28)

Scientific/Technical Professionals 14.1 117 (24)

Teaching/Training 3.9 141 (28)

Professional Specialist 2.7 130 (26)

Technician 16.2 114 (25)

Marketing/Sales 8.5 121 (30)

Clerical/Administrative 22.4 121 (27)

Services 12.3 126 (25)

Other 11.1 122 (28)

Year

s Sp

ent

Stud

ying

Eng

lish <= 4 years 8.4 112 (30)

4–6 years 8.1 120 (27)

6–10 years 23.4 123 (25)

> 10 years 60.1 129 (24)



1 0 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® S P E A K I N G & W R I T I N G T E S T S

% of Test Takers

Speaking

Mean (SD)*

Lang

uage

Ski

lls M

ost

Emph

asiz

ed

Listening 5.9 120 (27)

Reading 2.9 124 (27)

Speaking 15.5 123 (25)

Writing 0.6 128 (30)

Listening and Speaking 31.2 123 (25)

Reading and Writing 2.2 130 (27)

Listening, Reading, Speaking and Writing 41.6 129 (26)

Tim

e Sp

ent D

aily

U

sing

Eng

lish

None 7.3 119 (28)

1–10% 38.8 122 (25)

11–20% 30.4 126 (24)

21–50% 16.9 130 (25)

51–100% 6.6 137 (27)

Engl

ish-

lang

uage

Ski

lls

Use

d M

ost O

ften

Listening 9.5 124 (27)

Reading 20.4 125 (25)

Speaking 12.1 123 (26)

Writing 2.3 123 (28)




Diffi

cult

y w

ith

Engl

ish

Com

mun

icat

ion

Almost never 5.5 133 (34)

Seldom 13.3 135 (28)

Sometimes 47.1 128 (23)

Frequently 23.8 120 (22)

Almost always 10.2 112 (26)



2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® S P E A K I N G & W R I T I N G T E S T S 1 1

% of Test Takers

Speaking

Mean (SD)*

Tim

e in

Eng

lish-

sp

eaki

ng C

ount

ry

No 52.1 121 (25)

Yes, < 6 months 27.9 125 (23)

Yes, 6–12 months 9.3 133 (23)

Yes, 1–2 years 4.7 139 (24)

Yes, > 2 years 6.1 147 (28)

Purp

ose

for T

ime

in E

nglis

h-

spea

king

Cou

ntry

To study 12.7 149 (25)

To participate in language program 27.8 132 (22)

To travel 37.5 125 (23)

To work 13.1 121 (26)

Other 8.8 140 (28)

Tim

es T

aken

the

TOEI

C®

Spea

king

and

Wri

ting

Tes

t

Never 41.0 127 (28)

Once 21.9 127 (25)

Twice 11.5 126 (24)

Three times or more 25.7 122 (23)

Purp

ose

for T

akin

g th

e TO

EIC®

Sp

eaki

ng a

nd W

riti

ng T

est

For job application 51.3 129 (23)

For promotion 20.9 117 (26)

To assess language program 5.4 126 (28)

For learning 12.6 127 (27)

For graduation 9.8 124 (28)

For visa 0.0 132 (31)




Gender

Overall, a larger proportion of males than females took the TOEIC® Speaking test (as shown in Table 2). Countries and regions that had a large male test-taking population include United Arab Emirates (88%), Turkey (83%), the Philippines (61%), New Zealand, South Korea, and Thailand (57%), Germany and Taiwan (55%).

In some countries, however, there was a higher proportion of female than male test takers. These countries include Vietnam (59%), Panama (56%), France (55%), and Costa Rica, El Salvador and Italy (54%). In Spain the ratio of male to female test takers was fairly equal.

Figure 2 shows that females had higher average Speaking scores than males.


12

Gender

Overall, a larger proportion of males than females took the TOEIC® Speaking test (as shown in Table 2). Countries and regions that had a large male test-taking population include United Arab Emirates (88%), Turkey (83%), the Philippines (61%), New Zealand, South Korea, and Thailand (57%), Germany and Taiwan (55%).

In some countries, however, there was a higher proportion of female than male test takers. These countries include Vietnam (59%), Panama (56%), France (55%), and Costa Rica, El Salvador and Italy (54%). In Spain the ratio of male to female test takers was fairly equal. Figure 2 shows that females had higher average Speaking scores than males.

TOEIC® Speaking Score Across Gender

Figure 2: Mean TOEIC Speaking Score Across Gender

Female

Male

Mean Speaking Score

0 10 20 30 40 50 60 70 80 90 100 110 120 130

129

120

Figure 2: Mean TOEIC Speaking Score Across Gender

TOEIC® Speaking Score Across Gender


Education

The majority of test takers (73%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the Background Questionnaire. A similar percentage of women (73%) and men (74%) held or were pursuing an undergraduate degree. In contrast, more men (15%) than women (10%) held or were pursuing a graduate degree.

Because of differences among countries and regions in educational systems, comparisons of educational level are somewhat subjective. Results

show that the Philippines (91%), Korea (76%), Mexico (74%), United Arab Emirates (68%) and Turkey (67%) had the highest proportion of test takers with an undergraduate degree, while Italy (46%), France (39%), China, and Taiwan (36%) had the largest proportion of test takers holding or pursuing graduate degrees. New Zealand (72%) and Singapore (51%) had the highest proportion of test takers with a high school degree. El Salvador (96%) and Panama (95%) had the highest proportion of test takers with an elementary school degree.


13

Education

The majority of test takers (73%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the Background Questionnaire. A similar percentage of women (73%) and men (74%) held or were pursuing an undergraduate degree. In contrast, more men (15%) than women(10%) held or were pursuing a graduate degree.

Because of differences among countries and regions in educational systems, comparisons of educational level are somewhat subjective. Results show that

the Philippines (91%), Korea (76%), Mexico(74%), United Arab Emirates (68%) and Turkey (67%) had the highest proportion of test takerswith an undergraduate degree, while Italy (46%), France (39%), China, and Taiwan (36%) had thelargest proportion of test takers holding or pursuing graduate degrees. New Zealand (72%)and Singapore (51%) had the highest proportionof test takers with a high school degree. El Salvador (96%) and Panama (95%) had thehighest proportion of test takers with an elementary school degree.

TOEIC®Speaking Score Across Education

Figure 3 : Mean TOEIC Speaking Score Across Education

Undergraduate college

Graduate school

Language institution

Elementary school

High school

Vocational school

Vocational school after high school

Junior high school

Community college

Mean Speaking Score0 10 20 30 40 50 60 70 80 90 100 110 120 130

119

115

118

116

115

110

128

126

123

Figure 3: Mean TOEIC Speaking Score Across Education

TOEIC® Speaking Score Across Education


Academic Major

The largest percentage of TOEIC® Speaking test takers majored in Engineering (39%). United Arab Emirates (68%) and the Philippines (59%) had higher percentage of test takers with an Engineering major. Liberal Arts (19%) and Business related (15%) were the second and third most popular majors. El Salvador (99%), Panama (97%) and Vietnam (51%) had the highest percentage of test takers in Liberal Arts.

Countries with a high percentage of test takers with Business-related majors include France (40%), Thailand (32%), and Germany and China (31%).

Across all test takers, more females (31%) majored in Liberal Arts than males (10%) and more males (55%) majored in Engineering than females (18%).


14

Academic Major The largest percentage of TOEIC® Speaking test takers majored in Engineering (39%). United Arab Emirates (68%) and the Philippines (59%) had higher percentage of test takers with an Engineering major. Liberal Arts (19%) and Business related (15%) were the second and third most popular majors. El Salvador (99%), Panama (97%) and Vietnam (51%) had the highest percentage of test takers in Liberal Arts.

Countries with a high percentage of test takers with Business-related majors include France (40%), Thailand (32%), and Germany and China (31%). Across all test takers, more females (31%) majored in Liberal Arts than males (10%) and more males (55%) majored in Engineering than females (18%).

TOEIC®Speaking Score Across Major

Figure 4 : Mean TOEIC Speaking Score Across Major

Social studies

Liberal arts

Business related

Health related

Sciences

Other

Engineering

Mean Speaking Score0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

132

134

131

124

128

120

121

Figure 4: Mean TOEIC Speaking Score Across Major

TOEIC® Speaking Score Across Major


Employment Status

Overall the majority of TOEIC® Speaking test takers were full-time students (41%). Countries such as New Zealand (85%), Singapore (83%), and the Philippines (80%) had the highest proportion of full-time students. Thirty-eight percent of test takers indicated they were full-time employees.

Results show that testing populations in El Salvador (99%), United Arab Emirates and Panama (97%), Hungary (90%), China (86%) and Thailand (85%) were mostly full-time employees.

More males (45%) than females (29%) are full-time employees. More females (45%) than males (38%) are full-time students.

Figure 5: Mean TOEIC Speaking Score Across Current Status


15

Employment Status

Overall the majority of TOEIC® Speaking test takers were full-time students (41%). Countries such as New Zealand (85%), Singapore (83%), and the Philippines (80%) had the highest proportion of full-time students. Thirty-eight percent of test takers indicated they were full-time employees.

Results show that testing populations in El Salvador (99%), United Arab Emirates and Panama (97%), Hungary (90%), China (86%) and Thailand (85%) were mostly full-time employees.


TOEIC®Speaking Score Across Current Status

Figure 5 : Mean TOEIC Speaking Score Across Current Status

Full-time employee

Part-time employee

Not employed

Full-time student


121

128

128

129

TOEIC® Speaking Score Across Current Status


Type of Industry

As seen in Table 2, most test takers who were employed full-time worked in either the Manufacturing or Service industries.

Figures 6a (Service), 6b (Manufacturing) and 6c (Other than Service or Manufacturing) provide average TOEIC® Speaking scores for the various industry types.

TOEIC® Speaking Score Across Type of Industry


16

Type of Industry As seen in Table 2, most test takers who were employed full-time worked in either the Manufacturing or Service industries.

Figures 6a (Service), 6b (Manufacturing) and 6c (Other than Service or Manufacturing) provide average TOEIC® Speaking scores for the various industry types.

TOEIC®Speaking Score Across Type of Industry

Figure 6a : Mean TOEIC Speaking Score Across Type of Industry

Service-Education (College or above)

Service-Education (High school or below)

Service-Foreign Affairs

Service-Legislative

Service-Other

Service-Armed forces

Service-Traveling

Service-Health

Mean Speaking Score0 20 40 60 80 100 120 140 160

140

144

131

139

125

122

124

127

Figure 6a: Mean TOEIC Speaking Score Across Type of Industry



Figure 6b: Mean TOEIC Speaking Score Across Type of Industry


17


Figure 6b : Mean TOEIC Speaking Score Across Type of Industry

Manufacturing-Petroleum

Manufacturing-Clothing

Manufacturing-Metals

Manufacturing-Pharmaceuticals

Manufacturing-Food

Manufacturing-Fabric

Manufacturing-Chemicals

Manufacturing-Glass

Manufacturing-Other

Manufacturing-Machinery

Manufacturing-Vehicles

Manufacturing-Electronic


121

123

119

120

127

125

115

114

115

119

125

115



Figure 6c: Mean TOEIC Speaking Score Across Type of Industry


18


Figure 6c : Mean TOEIC Speaking Score Across Type of Industry

Mass Media

Insurance

Trading

Transportation

Finance

Public Utility Production

Real Estate

Other

Construction

Agriculture

Telecommunication

Retail/Wholesale


118

118

124

133

117

111

129

129

129

121

129

120


Type of Job

The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was Clerical/Administrative professionals (22%).

South Korea (25%) had the largest percentage of test takers working in Clerical/Administrative positions. All test takers in Panama (100%) were in Management positions. Almost all test takers in El Salvador (100%) were in Management positions.

A large percent of test takers in United Arab Emirates (41%) and Italy (33%) were Scientific/Technical Professionals.

Overall, more females (27%) worked in Services positions than males (4%). More males (23%) worked in Technician positions than female (4%). More males (17%) worked in Scientific/Technical positions than females (8%).

TOEIC® Speaking Score Across Type of Job

Figure 7: Mean TOEIC Speaking Score Across Type of Job


19

Type of Job The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was Clerical/Administrative professionals (22%). South Korea (25%) had the largest percentage of test takers working in Clerical/Administrative positions. All test takers in Panama (100%) were in Management positions. Almost all test takers in El Salvador (100%) were in Management

positions. A large percent of test takers in United Arab Emirates (41%) and Italy (33%) were Scientific/Technical Professionals. Overall, more females (27%) worked in Services positions than males (4%). More males (23%) worked in Technician positions than female (4%). More males (17%) worked in Scientific/Technical positions than females (8%).

TOEIC®Speaking Score Across Type of Job

Figure 7 : Mean TOEIC Speaking Score Across Type of Job

Teaching/Training

Professional Specialist

Management

Services

Other

Marketing/Sales

Clerical/Administrative

Scientific/Technical Professionals

Technician

Mean Speaking Score0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

127

117

141

130

114

121

121

126

122


Years Spent Studying English

Eighty-four percent of 2018 test takers indicated that they studied English for six or more years.

All test takers in Panama and El Salvador (100%) had studied English for no more than 4 years. Test takers in Costa Rica (82%), Vietnam (55%) and New Zealand (51%) had studied English for no more than 4 years. In contrast, most test takers in United

Arab Emirates (72%), Taiwan (64%), Hungary (63%), South Korea (61%), China and the Philippines (58%), and Japan (57%) had studied English for more than 10 years.

Overall, females (86%) produced a slightly higher percentage than males who studied English for six or more years (82%).


20

Years Spent Studying English Eighty-four percent of 2018 test takers indicated that they studied English for six or more years. All test takers in Panama and El Salvador (100%) had studied English for no more than 4 years. Test takers in Costa Rica (82%), Vietnam (55%) and New Zealand (51%) had studied English for no more than 4 years. In contrast, most test takers in

United Arab Emirates (72%), Taiwan (64%), Hungary (63%), South Korea (61%), China and the Philippines (58%), and Japan (57%) had studied English for more than 10 years. Overall, females (86%) produced a slightly higher percentage than males who studied English for six or more years (82%).

TOEIC®Speaking Score Across Years Spent Studying English

Figure 8 : Mean TOEIC Speaking Score Across Years Spent Studying English

> 10 years

6 - 10 years

4 - 6 years

<= 4 years


112

120

123

129

TOEIC® Speaking Score Across Years Spent Studying English

Figure 8: Mean TOEIC Speaking Score Across Years Spent Studying English


Type of Language Skill Most Emphasized When Studying English

Overall, 42% of test takers indicated that all four English-language skills (Listening, Reading, Speaking, and Writing) were emphasized during their studies. Thirty-one percent of test takers indicated that Listening and Speaking skills were the skills most emphasized.

The majority of test takers from South Korea (44%), United Arab Emirates (39%), Taiwan (37%) and the Philippines (34%) indicated an emphasis on all four English-language skills. Whereas, the majority of test takers from Panama (97%) and El Salvador (99%) indicated an emphasis on the Listening skill only.


21

Type of Language Skill Most Emphasized When Studying English Overall, 42% test takers indicated that all four English language skills (Listening, Reading, Speaking, and Writing) were emphasized during their studies. Thirty-one percent of test takers indicated that Listening and Speaking skills were the skills most emphasized.

The majority of test takers from South Korea (44%), United Arab Emirates (39%), Taiwan (37%) and the Philippines (34%) indicated an emphasis on all four English language skills. Whereas, the majority of test takers from Panama (97%) and El Salvador (99%) indicated an emphasis on the Listening skill only.

TOEIC®Speaking Score Across Language Skills Most Emphasized

Figure 9 : Mean TOEIC Speaking Score Across Language Skills Most Emphasized

Reading & Writing

Listening, Reading, Speaking and Writing

Writing

Reading

Speaking

Listening & Speaking

Listening


120

124

123

128

123

130

129

TOEIC® Speaking Score Across Language Skill Most Emphasized

Figure 9: Mean TOEIC Speaking Score Across Language Skill Most Emphasized


Daily English Use Requirement

In response to the question “How much time must you use English in your daily life?”, 39% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries that had a large proportion of test takers in this category include Hungary (49%), China (43%), Japan (41%), South Korea (40%) and Singapore (39%).

Test takers from Mexico (41%) responded that they spent 11–20% of their daily life using English. Test takers in New Zealand (57%) indicated that they spent 51–100% of their daily life using English.

TOEIC® Speaking Score Across Time Daily English Use

Figure 10: Mean TOEIC Speaking Score Across Time Daily English Use


22

Daily English Use Requirement In response to the question “How much time must you use English in your daily life?”, 39% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries that had a large proportion of test takers in this category include Hungary (49%), China (43%),

Japan (41%), South Korea (40%) and Singapore (39%). Test takers from Mexico (41%) responded that they spent 11-20% of their daily life using English. Test takers in New Zealand (57%) indicated that they spent 51-100% of their daily life using English.

TOEIC®Speaking Score Across Time Spent Daily Using English

Figure 10 : Mean TOEIC Speaking Score Across Time Spent Daily Using English

51-100%

21-50%

11-20%

1-10%

None


119

122

126

130

137


Most Frequently Used Language Skill

Twenty-three percent of all test takers indicated that Listening and Speaking were the English-language skill that they used most often. Twenty-two percent used all four skills most often. And twenty percent test takers used Reading skill most often. South Korea (23%) had the highest percentage of test takers who used all four English-language skills most often. New Zealand (32%) had the highest percentage of test takers who used Listening and Speaking skills most often. Followed by Singapore (31%), United Arab Emirates (27%) and South Korea (24%). Listening was the most often used

skill in Panama (98%), El Salvador (99%), Vietnam (55%), Spain (34%), Japan (33%) and Mexico (32%). Reading was the most often used skill in China (30%), France (24%), Italy (32%), Thailand (26%), Turkey (27%) and Taiwan (32%). Speaking was the most often used skill in Hungary (33%).

Overall, males were more inclined than females (22% vs. 18%) to choose Reading as the English-language skill they used most often. More females (27%) than males (20%) reported that they used both Listening and Speaking most often.

TOEIC® Speaking Score Across English-language Skills Used Most Often

Figure 11: Mean TOEIC Speaking Score Across English-language Skills Used Most Often


23

Most Frequently Used Language Skill Twenty-three percent of all test takers indicated that Listening and Speaking were the English language skill that they used most often. Twenty-two percent used all four skills most often. And twenty percent test takers used Reading skill most often. South Korea (23%) had the highest percentage of test takers who used all four English language skills most often. New Zealand (32%) had the highest percentage of test takers who used Listening and Speaking skills most often. Followed by Singapore (31%), United Arab Emirates (27%) and South Korea (24%). Listening was the most often used skill in Panama

(98%), El Salvador (99%), Vietnam (55%), Spain (34%), Japan (33%) and Mexico (32%). Reading was the most often used skill in China (30%), France (24%), Italy (32%), Thailand (26%), Turkey (27%) and Taiwan (32%). Speaking was the most often used skill in Hungary (33%). Overall, males were more inclined than females (22% vs. 18%) to choose Reading as the English-language skill they used most often. More females (27%) than males (20%) reported that they used both Listening and Speaking most often.

TOEIC®Speaking Score Across English Language Skills Used Most Often

Figure 11 : Mean TOEIC Speaking Score Across English Language Skills Used Most Often


Reading & Writing

Reading


Listening

Speaking

Writing


124

125

123

123

124

127

129


Difficulty with English Affecting Communication

When asked “How often has difficulty with English affected your ability to communicate?”, 47% of all test takers responded “Sometimes,” 24% responded that difficulty with English “Frequently” affected their ability to communicate, and 13% responded that difficulty with English “Seldom” affected their ability to communicate.

The majority of test takers in Germany (33%), Hungary (55%), Panama (98%), Vietnam (49%), and El Salvador (99%) indicated that difficulty with English almost never had affected their ability to communicate.

TOEIC® Speaking Score Across Difficulty with English Affecting Communication

Figure 12: Mean TOEIC Speaking Score Across Difficulty with English Affecting Communication


24

Difficulty with English Affecting Communication When asked “How often has difficulty with English affected your ability to communicate?”, 47% of all test takers responded “Sometimes”, 24% responded that difficulty with English “Frequently” affected their ability to communicate, and 13% responded that difficulty

with English “Seldom” affected their ability to communicate. The majority of test takers in Germany (33%), Hungary (55%), Panama (98%), Vietnam (49%), and El Salvador (99%) indicated that difficulty with English almost never had affected their ability to communicate.

TOEIC®Speaking Score Across Difficulty with English Communication

Figure 12 : Mean TOEIC Speaking Score Across Difficulty with English Communication

Seldom

Almost never

Sometimes

Frequently

Almost always


133

135

128

120

112


Time Spent in a Native English-speaking Country

Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” About 20% of all test takers indicated that they had spent six months or more in a country in which English was the main spoken language. Fifty-two percent indicated that they had never spent time in an English-speaking country.

United Arab Emirates (34%), New Zealand and Singapore (30%) are among the countries with the highest percentage of test takers who spent more than 2 years in an English-speaking country.

TOEIC® Speaking Score Across Time in English-speaking Country

Figure 13: Mean TOEIC Speaking Score Across Time in English-speaking Country


25

Time Spent in a Native English-Speaking Country Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” About 20% of all test takers indicated that they had spent six months or more in a country in which English was the main spoken language. Fifty-two percent indicated that they had never spent time in an English-speaking country.

United Arab Emirates (34%), New Zealand and Singapore (30%) are among the countries with the highest percentage of test takers who spent more than 2 years in an English-speaking country.

TOEIC®Speaking Score Across Time in English-Speaking Country

Figure 13 : Mean TOEIC Speaking Score Across Time in English-Speaking Country

Yes, > 2 years

Yes, 1–2 years

Yes, 6–12 months

Yes, < 6 months

No

Mean Speaking Score

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

121

125

133

139

147


Purpose for Time in a Native English-speaking Country

In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?”, 38% indicated travel as the purpose for spending the time. Twenty-eight percent of test takers indicated they did so for the purpose of participating in a language program.

The majority of test takers in United Arab Emirates (67%), China (41%), France (36%), Thailand (54%), El Salvador (50%), Turkey and Vietnam (37%)

indicated work as the purpose. Most test takers in New Zealand (95%) spent time in an English-speaking country to study. And all test takers in Panama (100%) spent time in an English-speaking country to participate in a language program.

More females (33%) than males (24%) indicated that the purpose was to participate in a language program. More males (18%) than females (7%) indicated that the purpose was to work.

TOEIC® Speaking Score Across Purpose for Time in English-speaking Country

Figure 14: Mean TOEIC Speaking Score Across Purpose for Time in English-speaking Country


26

Purpose for Time in a Native English-Speaking Country In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?”, 38% indicated travel as the purpose for spending the time. Twenty-eight percent of test takers indicated they did so for the purpose of participating in a language program. The majority of test takers in United Arab Emirates (67%), China (41%), France (36%), Thailand (54%), El Salvador (50%), Turkey and

Vietnam (37%) indicated work as the purpose. Most test takers in New Zealand (95%) spent time in an English-speaking country to study. And all test takers in Panama (100%) spent time in an English-speaking country to participate in a language program. More females (33%) than males (24%) indicated that the purpose was to participate in a language program. More males (18%) than females (7%) indicated that the purpose was to work.

TOEIC®Speaking Score Across Purpose for Time in English-Speaking Country

Figure 14 : Mean TOEIC Speaking Score Across Purpose for Time in English-Speaking Country

To study

Other

To participate in language program

To travel

To work

Mean Speaking Score0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

149

132

125

121

140


TOEIC® Speaking Test-Taking Experience

Overall, fifty-nine percent of test takers had taken the TOEIC® Speaking test before, with about 26% of test takers having taken the TOEIC Speaking test three or more times previously.

The percentage of test takers who had previously taken the TOEIC Speaking test varied widely across countries, from a low of 0% and 1% in Panama and

El Salvador, respectively, to a high of 70% in United Arab Emirates.

In general, more females (45%) than males (38%) never took the TOEIC Speaking test before. And more males (30%) than females (20%) took the test more than three times previously.

TOEIC® Speaking Score Across Times Taken TOEIC

Figure 15: Mean TOEIC Speaking Score Across Times Taken TOEIC


27

TOEIC® Speaking Test-Taking Experience

Overall, fifty-nine percent of test takers had taken the TOEIC® Speaking test before, with about26% of test takers having taken the TOEIC Speaking test three or more times previously.

The percentage of test takers who had previouslytaken the TOEIC Speaking test varied widely across countries, from a low of 0% and 1% in

Panama and El Salvador, respectively, to a highof 70% in United Arab Emirates.

In general, more females (45%) than males (38%) never took the TOEIC Speaking testbefore. And more males (30%) than females (20%) took the test more than three times previously.

TOEIC®Speaking Score Across Times Taken TOEIC

Figure 15 : Mean TOEIC Speaking Score Across Times Taken TOEIC

Once

Never

Twice

Three times or more


127

127

126

122


Purpose for Taking the TOEIC® Speaking Test

A high percentage of test takers indicated that the purpose of taking the TOEIC® Speaking test was for job application (51%) or for promotion (21%).

A large proportion of test takers in Hungary (50%) took the test to assess a language program. The majority of test takers in Japan (51%) and New Zealand (42%) took the test for learning purpose. In

Mexico (71%) and the Philippines (49%), most test takers took the test for graduation.

More females (59%) than males (46%) indicated that their purpose for taking the test was for job application. And more males (26%) than females (15%) took the test for job promotion purpose.

TOEIC® Speaking Score Across Purpose for Taking TOEIC Test

Figure 16: Mean TOEIC Speaking Score Across Purpose for Taking the TOEIC Test


28

Purpose for Taking the TOEIC® Speaking Test A high percentage of test takers indicated that the purpose of taking the TOEIC® Speaking test was for job application (51%) or for promotion (21%). A large proportion of test takers in Hungary (50%) took the test to assess a language program. The majority of test takers in Japan (51%) and

New Zealand (42%) took the test for learning purpose. In Mexico (71%) and the Philippines (49%), most test takers took the test for graduation.

More females (59%) than males (46%) indicated that their purpose for taking the test was for job application. And more males (26%) than females (15%) took the test for job promotion purpose.

TOEIC®Speaking Score Across Purpose for Taking TOEIC Test

Figure 16 : Mean TOEIC Speaking Score Across Purpose for Taking TOEIC Test

For visa

For job application

For learning

To assess language program

For graduation

For promotion


129

117

126

127

124

132


Description of TOEIC® Writing Test Takers in 2018

Background information was collected from all of the test takers who took the TOEIC® Writing test in 2018 (including test takers who took both the TOEIC® Speaking test and the TOEIC Writing test and those who took only the TOEIC Writing test), either through the Public Testing Program or the Institutional Testing Program. The following are highlights about TOEIC Writing test takers based on the collected data. Please note that the percentage of test takers who responded to each of the background question varied across questions. For some questions, the response rates were not very high.

• 53% of test takers were males;

• Most test takers (58%) had an undergraduate degree or were pursuing one;

• 27% of test takers majored in Liberal Arts while 21% and 18% majored in Engineering and Business, respectively;

• 51% of test takers were full-time employees, while 32% were full-time students;

• 31% and 25% of test takers worked in the service industry and manufacture industry, respectively;

• 15% of test takers worked in management positions, 15% of test takers worked in clerical/administrative positions, and 14% of test takers worked in scientific/technical professional positions;

• 77% of test takers had spent more than 6 years studying English;

• 34% of test takers indicated Listening, Reading, Speaking and Writing as their most emphasized skills when studying English;

• 30% of test takers used English 1 to 10% of their daily life;

• 24% and 19% of test takers selected Listening and Reading, respectively as their most often used English language skill;

• 43% of test takers “sometimes” had difficulty with English communication;

• 23% of test takers had spent six months or more in a native English-speaking country;

• 50% of test takers indicated their purposes for spending time in English-speaking countries were to either study or participate in language program;

• 67% of test takers who took the TOEIC Writing test in 2018 had never taken it before;

• 27% of test takers had taken the TOEIC Writing test for learning, 26% for job application and 20% for graduation.


Mean TOEIC® Writing Scores across Native Countries

Figure 17, below, shows the mean and standard deviation of TOEIC® Writing scores by geographic region. Table 3, on the following page, is organized by the native country of test takers and shows the average test scores of all individuals from a given country. Please keep in mind that the native

country of a test taker is not necessarily the country in which he or she took the TOEIC Writing test. Only countries with 50 or more TOEIC Writing test takers are included in this table.

2018 Worldwide TOEIC® Writing Score

Figure 17: Mean TOEIC Writing Score by Region


30

Mean TOEIC® Writing Scores across Native Countries Figure 17, below, shows the mean and standard deviation of TOEIC® Writing scores by geographic region. Table 3, on the following page, is organized by the native country of test takers and shows the average test scores of all individuals from a given country. Please keep in

mind that the native country of a test taker is not necessarily the country in which he or she took the TOEIC Writing test. Only countries with 50 or more TOEIC Writing test takers are included in this table.

2018 Worldwide TOEIC® Writing Score

Figure 17: Mean TOEIC Writing Score by Region

Europe

North America

South America

Asia

Oceania

0 50 100 150 200

126(26)

138(34)

152(32)

152(23)

157(27)


Table 3: Mean TOEIC® Writing Test Taker Performance by Native Country

CountryWriting

Mean (SD)*

ARGENTINA 171 (26)

BRAZIL 133 (42)

CHILE 140 (29)

CHINA 147 (27)

COLOMBIA 157 (30)

COSTA RICA 162 (25)

ECUADOR 163 (25)

EL SALVADOR 153 (21)

FRANCE 165 (25)

GERMANY 169 (20)

HUNGARY 179 (19)

INDONESIA 162 (27)

ITALY 162 (20)

JAPAN 130 (35)

KOREA, SOUTH 145 (29)

MEXICO 153 (21)

NEW ZEALAND 126 (26)

PANAMA 140 (21)

PHILIPPINES 171 (20)

SINGAPORE 140 (20)

SPAIN 152 (28)

TAIWAN 156 (23)

THAILAND 151 (31)

TURKEY 153 (31)

UNITED STATES 131 (33)

VIETNAM 150 (26)



TOEIC® Writing Test Takers by Demographic Variables

Table 4 presents the number and percentage of TOEIC® Writing test takers falling into different demographic categories, as well as the average TOEIC Writing scores for each category. More in-depth information about TOEIC Writing test takers

in these categories is shown after Table 4 in this report.

The categories used in this report are those found in the TOEIC® Background Questionnaire.

Table 4. Mean TOEIC® Writing Test Taker Performance by Demographic Categories

% of Test Takers

Writing

Mean (SD)*

Gen

der Female 46.9 140 (34)

Male 53.1 140 (34)

Educ

atio

n

Elementary school 4.2 143 (31)

Junior high school 0.8 138 (38)

High school 10.4 135 (33)

Vocational school 0.6 141 (37)

Vocational school after high school 1.4 139 (33)

Community college 3.3 135 (34)

Undergraduate college 58.4 152 (26)

Graduate school 19.7 154 (25)

Language institution 1.2 141 (31)

Maj

or

Liberal arts 26.8 151 (28)

Social studies 9.7 151 (27)

Business related 17.5 151 (27)

Sciences 9.6 150 (28)

Health related 2.7 145 (30)

Engineering 21.2 151 (27)

Other 12.4 139 (33)



% of Test Takers

Writing

Mean (SD)*

Curr

ent S

tatu

s Full-time employee 51.2 147 (28)

Part-time employee 6.4 152 (30)

Not employed 10.3 155 (25)

Full-time student 32.0 151 (30)

Type

of I

ndus

try

Agriculture 7.6 145 (29)

Construction 1.4 146 (30)

Manufacturing-Food 1.5 139 (31)

Manufacturing-Pharmaceuticals 1.6 144 (25)

Manufacturing-Chemicals 2.6 140 (24)

Manufacturing-Fabric 0.3 141 (28)

Manufacturing-Petroleum 0.6 146 (26)

Manufacturing-Metals 1.7 142 (26)

Manufacturing-Machinery 3.1 139 (26)

Manufacturing-Electronic 5.9 142 (28)

Manufacturing-Vehicles 3.0 146 (25)

Manufacturing-Glass 0.1 150 (21)

Manufacturing-Clothing 2.6 138 (33)

Manufacturing-Other 2.3 141 (29)

Service-Education (High school or below) 4.7 160 (24)

Service-Education (College or above) 4.0 163 (26)

Table 4: Mean TOEIC® Writing Test Taker Performance by Demographic Categories (Continued)



% of Test Takers

Writing

Mean (SD)*

Type

of I

ndus

try

(con

t.)

Service-Legislative 2.9 152 (23)

Service-Foreign Affairs 0.6 162 (22)

Service-Armed Forces 0.9 160 (29)

Service-Health 2.0 146 (28)

Service-Traveling 3.8 147 (26)

Service-Other 11.6 147 (27)

Public Utility Production 2.5 147 (27)

Mass Media 1.1 151 (26)

Telecommunication 2.1 149 (29)

Retail/Wholesale 1.6 145 (32)

Trading 4.6 143 (29)

Finance 6.8 149 (27)

Insurance 1.8 148 (32)

Real Estate 0.6 143 (33)

Transportation 3.9 151 (23)

Other 10.3 150 (29)

Type

of J

ob

Management 15.4 150 (28)

Scientific/Technical Professionals 14.4 146 (26)

Teaching/Training 10.2 160 (27)

Professional Specialist 9.1 151 (25)

Technician 5.9 139 (26)

Marketing/Sales 12.5 143 (28)

Clerical/Administrative 14.9 143 (30)

Services 10.7 147 (26)

Other 7.1 148 (30)

Year

s Sp

ent

Stud

ying

Eng

lish <= 4 years 13.1 140 (33)

4–6 years 10.4 142 (30)

6–10 years 20.6 148 (28)

> 10 years 55.9 155 (25)




% of Test Takers

Writing

Mean (SD)*

Lang

uage

Ski

lls M

ost

Emph

asiz

ed

Listening 15.1 146 (27)

Reading 9.4 150 (28)

Speaking 13.7 144 (29)

Writing 3.0 151 (30)




Tim

e Sp

ent D

aily

U

sing

Eng

lish

None 12.8 140 (31)

1–10% 30.3 146 (28)

11–20% 25.4 152 (26)

21–50% 21.6 156 (26)

51–100% 9.9 161 (26)

Engl

ish-

lang

uage

Ski

lls

Use

d M

ost O

ften

Listening 23.5 148 (28)

Reading 18.9 151 (28)

Speaking 10.3 146 (30)

Writing 5.2 149 (29)




Diffi

cult

y w

ith

Engl

ish

Com

mun

icat

ion

Almost never 16.4 153 (32)

Seldom 23.4 156 (27)

Sometimes 43.0 151 (25)

Frequently 12.6 142 (27)

Almost always 4.6 132 (34)




% of Test Takers

Writing

Mean (SD)*

Tim

e in

Eng

lish-

sp

eaki

ng C

ount

ry

No 53.3 150 (29)

Yes, < 6 months 23.9 146 (27)

Yes, 6–12 months 8.9 151 (25)

Yes, 1–2 years 5.1 154 (24)

Yes, > 2 years 8.7 162 (25)

Purp

ose

for T

ime

in

Engl

ish-

spea

king

Cou

ntry To study 24.8 157 (26)

To participate in language program 25.2 147 (25)

To travel 21.1 146 (28)

To work 19.3 151 (25)

Other 9.6 157 (28)

Tim

es T

aken

the

TOEI

C®

Spea

king

and

Wri

ting

Tes

t

Never 66.6 151 (29)

Once 15.6 147 (27)

Twice 6.8 149 (26)

Three times or more 10.9 146 (26)

Purp

ose

for T

akin

g th

e TO

EIC®

Sp

eaki

ng a

nd W

riti

ng T

est

For job application 26.4 153 (27)

For promotion 16.0 142 (28)

To assess language program 10.0 152 (29)

For learning 26.9 149 (28)

For graduation 20.4 150 (31)

For visa 0.3 148 (35)




Gender

Overall, a larger proportion of males (53%) than females (47%) took the TOEIC® Writing test (as shown in Table 4). Especially in Turkey where 82% of test takers were males and 16% of test takers were female. However, some countries had a large percentage of female test takers. For example, France had 55% females and 45% males. Italy had 54% females and 45% males. Panama had

56% females and 35% males. El Salvador had 54% females and 38% males. Vietnam had 63% females and 35% males. Some test takers responded ‘Other’ as their gender.

Figure 18 shows that males and females had similar Writing score means.


37

Gender

Overall, a larger proportion of males (53%) than females (47%) took the TOEIC® Writing test (as shown in Table 4). Especially in Turkey where 82% of test takers were males and 16% of test takers were female. However, some countries had a large percentage of female test takers. For example, France had 55% females and 45% males. Italy had 54% females and

45% males. Panama had 56% females and 35% males. El Salvador had 54% females and 38% males. Vietnam had 63% females and 35% males. Some test takers responded ‘Other’ as their gender.

Figure 18 shows that males and females had similar Writing score means.

TOEIC® Writing Score Across Gender

Figure 18: Mean TOEIC Writing Score Across Gender

Female

Male

Mean Writing Score

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

140

140

Figure 18: Mean TOEIC Writing Score Across Gender

TOEIC® Writing Score Across Gender


Education

The majority of test takers (58%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the Background Questionnaire. Because of differences among countries in educational systems, comparisons of educational level are somewhat subjective. Results show that the Philippines (91%) had the highest percentage of test takers with undergraduate degrees. South Korea and Mexico had 74% of test takers with

undergraduate degrees. Some other countries, such as Panama (95%) and El Salvador (96%) had high percentages of test takers with elementary school degrees.

Overall, a higher percentage of males (84%) than females (72%) held or were pursuing an undergraduate degree or graduate degree. In contrast, more women (14%) than men (7%) held or were pursuing a high school degree.

Figure 19: Mean TOEIC Writing Score Across Education

TOEIC® Writing Score Across Education


38

Education

The majority of test takers (58%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the Background Questionnaire. Because of differences among countries in educational systems, comparisons of educational level are somewhat subjective. Results show that the Philippines (91%) had the highest percentage of test takers with undergraduate degrees. South

Korea and Mexico had 74% of test takers with undergraduate degrees. Some other countries, such as Panama (95%) and El Salvador (96%) had high percentages of test takers with elementary school degrees.

Overall, a higher percentage of males (84%) than females (72%) held or were pursuing an undergraduate degree or graduate degree. In contrast, more women (14%) than men (7%) held or were pursuing a high school degree.

TOEIC®Writing Score Across Education

Figure 19 : Mean TOEIC Writing Score Across Education

Graduate school

Undergraduate college

Elementary school

Language institution

Vocational school

Vocational school after high school

Junior high school

High school

Community college

Mean Writing Score0 20 40 60 80 100 120 140 160

143

138

135

141

139

135

152

154

141


Academic Major

Overall, the largest percentage of TOEIC® Writing test takers majored in Liberal Arts (27%). Especially in Panama and El Salvador, where 97% and 99% of test takers majored in Liberal Arts, respectively. In some other countries, the majority of test takers majored in Engineering. These countries include

South Korea (32%), Mexico (39%), the Philippines (59%) and Turkey (43%).


Figure 20: Mean TOEIC Writing Score Across Major

TOEIC® Writing Score Across Major


39

Academic Major

Overall, the largest percentage of TOEIC® Writing test takers majored in Liberal Arts (27%). Especially in Panama and El Salvador, where 97% and 99% of test takers majored in Liberal Arts, respectively. In some other countries, the majority of test takers majored in

Engineering. These countries include South Korea (32%), Mexico (39%), the Philippines (59%) and Turkey (43%).


TOEIC®Writing Score Across Major

Figure 20 : Mean TOEIC Writing Score Across Major

Business related

Liberal arts

Engineering

Social studies

Sciences

Health related

Other

Mean Writing Score0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160

151

151

151

150

145

151

139


Employment Status

Overall the majority of TOEIC® Writing test takers were full-time employees (51%). Countries such as El Salvador (99%), Panama (97%), Hungary (89%) and China (84%) had the highest proportion of full-time employees.

Thirty-two percent of test takers indicated they were full-time students.

Test takers in New Zealand (85%), Singapore and the Philippines (81%), and Mexico (60%) were mostly full-time students.


Figure 21: Mean TOEIC Writing Score Across Current Status

TOEIC® Writing Score Across Current Status


40

Employment Status

Overall the majority of TOEIC® Writing test takers were full-time employees (51%).Countries such as El Salvador (99%), Panama(97%), Hungary (89%) and China (84%) had thehighest proportion of full-time employees.

Thirty-two percent of test takers indicated theywere full-time students.

Test takers in New Zealand (85%), Singapore and the Philippines (81%), and Mexico (60%)were mostly full-time students.


TOEIC®Writing Score Across Current Status

Figure 21 : Mean TOEIC Writing Score Across Current Status

Full-time employee

Full-time student

Part-time employee

Not employed


147

152

155

151


Type of Industry

As seen in Table 4, most test takers who were employed full-time worked in either the Manufacturing or Service industries.

Figures 22a (Service), 22b (Manufacturing) and 22c (Other than Service or Manufacturing) provide average TOEIC® Writing scores for the various industry types.

TOEIC® Writing Score Across Type of Industry

Figure 22a: Mean TOEIC Writing Score Across Type of Industry


41

Type of Industry As seen in Table 4, most test takers who were employed full-time worked in either the Manufacturing or Service industries.

Figures 22a (Service), 22b (Manufacturing) and 22c (Other than Service or Manufacturing) provide average TOEIC® Writing scores for the various industry types.

TOEIC®Writing Score Across Type of Industry

Figure 22a : Mean TOEIC Writing Score Across Type of Industry

Service-Education (College or above)

Service-Foreign Affairs

Service-Armed forces

Service-Education (High school or below)

Service-Legislative

Service-Other

Service-Traveling

Service-Health

Mean Writing Score0 20 40 60 80 100 120 140 160 180

160

163

152

162

160

146

147

147



Figure 22b: Mean TOEIC Writing Score Across Type of Industry


42


Figure 22b : Mean TOEIC Writing Score Across Type of Industry

Manufacturing-Vehicles

Manufacturing-Petroleum

Manufacturing-Pharmaceuticals

Manufacturing-Metals

Manufacturing-Electronic

Manufacturing-Other

Manufacturing-Chemicals

Manufacturing-Food

Manufacturing-Machinery

Manufacturing-Clothing

Manufacturing-Glass

Manufacturing-Fabric

Mean Writing Score0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

139

144

140

146

142

139

142

146

138

141



Figure 22c: Mean TOEIC Writing Score Across Type of Industry


43


Figure 22c : Mean TOEIC Writing Score Across Type of Industry

Transportation

Mass Media

Other

Finance

Telecommunication

Insurance

Public Utility Production

Construction

Retail/Wholesale

Agriculture

Trading

Real Estate


145

146

147

151

149

145

143

149

148

143

151

150


Type of Job

The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was Management Professionals (15%).

New Zealand (50%), Panama and El Salvador (100%), and Vietnam (67%) had the largest percentage of test takers working in Management positions. The majority of test takers in Italy (31%) and Thailand (36%) were in Scientific/Technical Professionals. A

high percentage of test takers in South Korea (30%) were in Clerical/Administrative positions.

Overall, more females (15%) worked in Teaching/Training positions than males (7%), and more females (34%) worked in Clerical/Administration or Services positions than males (20%). More males (19%) worked in Scientific/Technical positions than females (8%).

TOEIC® Writing Score Across Type of Job

Figure 23: Mean TOEIC Writing Score Across Type of Job


44

Type of Job The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was Management Professionals (15%). New Zealand (50%), Panama and El Salvador (100%), and Vietnam (67%) had the largest percentage of test takers working in Management positions. The majority of test takers in Italy (31%) and Thailand (36%) were

in Scientific/Technical Professionals. A high percentage of test takers in South Korea (30%) were in Clerical/Administrative positions.

Overall, more females (15%) worked in Teaching/Training positions than males (7%), and more females (34%) worked in Clerical/Administration or Services positions than males (20%). More males (19%) worked in Scientific/Technical positions than females (8%).

TOEIC®Writing Score Across Type of Job

Figure 23 : Mean TOEIC Writing Score Across Type of Job

Teaching/Training

Professional Specialist

Management

Other

Services

Scientific/Technical Professionals

Clerical/Administrative

Marketing/Sales

Technician


150

146

160

151

139

143

143

147

148


Years Spent Studying English

Seventy-seven percent of 2018 test takers indicated that they studied English for six or more years. However, in New Zealand (51%), Panama and El Salvador (100%), Turkey (32%), and Vietnam (56%), the majority of test takers indicated that they studied English for no more than 4 years.

There were no large differences between the percentages of male and female test takers in the different categories of years spent in studying English.

TOEIC® Writing Score Across Years Spent Studying English

Figure 24: Mean TOEIC Writing Score Across Years Spent Studying English


45

Years Spent Studying English Seventy-seven percent of 2018 test takers indicated that they studied English for six or more years. However, in New Zealand (51%), Panama and El Salvador (100%), Turkey (32%), and Vietnam (56%), the majority of test takers

indicated that they studied English for no more than 4 years. There were no large differences between the percentages of male and female test takers in the different categories of years spent in studying English.

TOEIC®Writing Score Across Years Spent Studying English

Figure 24 : Mean TOEIC Writing Score Across Years Spent Studying English

> 10 years

6–10 years

4–6 years

<= 4 years

Mean Writing Score

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160

140

142

148

155


Type of Language Skill Most Emphasized When Studying English

After indicating the number of years spent studying English, test takers were asked to identify which language skills were most emphasized during their studies. Thirty-four percent of all test takers indicated that all four English-language skills (Listening, Reading, Speaking, and Writing) were emphasized. In South Korea, 59% of test takers indicated that all four skills were emphasized when studying English.

In contrast, the majority of test takers in Germany (26%), Spain (27%), Hungary (30%), Mexico (26%), New Zealand (32%), Panama (97%), Singapore (44%), El Salvador (99%), and Vietnam (54%) indicated that Listening was the language skill most emphasized. In France (23%), the highest percentage of test takers reported that Reading and Writing were most emphasized when studying English.

TOEIC® Writing Score Across Language Skill Most Emphasized

Figure 25: Mean TOEIC Writing Score Across Language Skill Most Emphasized


46

Type of Language Skill Most Emphasized When Studying English After indicating the number of years spent studying English, test takers were asked to identify which language skills were most emphasized during their studies. Thirty-four percent of all test takers indicated that all four English language skills (Listening, Reading, Speaking, and Writing) were emphasized. In South Korea, 59% of test takers indicated that all four skills were emphasized when studying English.

In contrast, the majority of test takers in Germany (26%), Spain (27%), Hungary (30%), Mexico (26%), New Zealand (32%), Panama (97%), Singapore (44%), El Salvador (99%), and Vietnam (54%) indicated that Listening was the language skill most emphasized. In France (23%), the highest percentage of test takers reported that Reading and Writing were most emphasized when studying English.

TOEIC®Writing Score Across Language Skills Most Emphasized

Figure 25 : Mean TOEIC Writing Score Across Language Skills Most Emphasized

Reading & Writing


Writing

Reading

Listening


Speaking

Mean Writing Score0 20 40 60 80 100 120 140 160 180

146

150

144

151

145

162

154


Daily English Use Requirement

In response to the question “How much time must you use English in your daily life?”, 30% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries and regions that had a large proportion of test takers in this category include China (42%), Germany and Turkey (32%), Spain (28%), France (35%), Hungary (51%), Italy (31%), Japan and Singapore (40%), and South Korea and Taiwan (30%).

The majority of test takers in Panama (97%), El Salvador (99%) and Vietnam (47%) reported that they did not use English daily. Whereas, in New Zealand (57%) and Thailand (31%), the highest percentage of test takers used English for 51–100% of their daily life.

TOEIC® Writing Score Across Time Spent Daily Using English

Figure 26: Mean TOEIC Writing Score Across Time Spent Daily Using English


47

Daily English Use Requirement In response to the question “How much time must you use English in your daily life?”, 30% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries and regions that had a large proportion of test takers in this category include China (42%), Germany and Turkey (32%), Spain (28%), France (35%), Hungary (51%), Italy (31%), Japan and

Singapore (40%), and South Korea and Taiwan (30%). The majority of test takers in Panama (97%),El Salvador (99%) and Vietnam (47%) reported that they did not use English daily. Whereas, in New Zealand (57%) and Thailand (31%), the highest percentage of test takers used English for 51-100% of their daily life.

TOEIC®Writing Score Across Time Spent Daily Using English

Figure 26 : Mean TOEIC Writing Score Across Time Spent Daily Using English

51-100%

21-50%

11-20%

1-10%

None

Mean Writing Score0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170

140

146

152

156

161



Twenty-four percent of all test takers indicated that Listening was the English-language skill that they used most often. Panama (98%), El Salvador (99%) and Vietnam (56%) had the highest percentage of test takers with Listening as their most used skill. Nineteen percent of all test takers indicated that Reading was the skill used most often. Countries

and regions that had a high percentage of test takers selecting Reading include mainland China and Thailand (31%), Italy (34%) and Taiwan (32%). Eighteen percent of all test takers indicated that they use all four language skills. South Korea (30%) had a large percent of test takers used all four skills frequently.

TOEIC® Writing Score Across English-language Skills Used Most Often

Figure 27: Mean TOEIC Writing Score Across English-language Skills Used Most Often


48


Twenty-four percent of all test takers indicated that Listening was the English language skill that they used most often. Panama (98%), El Salvador (99%) and Vietnam (56%) had the highest percentage of test takers with Listening as their most used skill. Nineteen percent of all test takers indicated that Reading was the skill used most often. Countries and regions that had

a high percentage of test takers selecting Reading include mainland China and Thailand (31%), Italy (34%) and Taiwan (32%). Eighteen percent of all test takers indicated that they use all four language skills. South Korea (30%) had a large percent of test takers used all four skills frequently.

TOEIC®Writing Score Across English Language Skills Used Most Often

Figure 27 : Mean TOEIC Writing Score Across English Language Skills Used Most Often


Reading & Writing

Reading

Writing


Listening

Speaking

Mean Writing Score0 20 40 60 80 100 120 140 160

148

151

146

149

148

154

155



When asked “How often has difficulty with English affected your ability to communicate?”, 43% of all test takers responded “Sometimes,” 23% responded that difficulty with English “Seldom” affected their ability to communicate, and 16% responded that difficulty with English “Almost Never” affected their ability to communicate.

The majority of test takers in Hungary (53%), Panama (98%), El Salvador (99%) and Vietnam (50%) reported that difficulty with English almost never affected their communication.

TOEIC® Writing Score Across Difficulty with English Communication

Figure 28: Mean TOEIC Writing Score Across Difficulty with English Communication


49


When asked “How often has difficulty with English affected your ability to communicate?”, 43% of all test takers responded “Sometimes”, 23% responded that difficulty with English “Seldom” affected their ability to communicate, and 16% responded that difficulty with English “Almost Never” affected their ability to communicate.

The majority of test takers in Hungary (53%), Panama (98%), El Salvador (99%) and Vietnam (50%) reported that difficulty with English almost never affected their communication.

TOEIC®Writing Score Across Difficulty with English Communication

Figure 28 : Mean TOEIC Writing Score Across Difficulty with English Communication

Seldom

Almost never

Sometimes

Frequently

Almost always


153

156

151

142

132


Time Spent in a Native English-speaking Country

Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” Only 23% of all test takers indicated that they had spent six months or more in a country in which English was the main spoken language. Fifty-

three percent indicated that they had never spent time in an English-speaking country.

Hungary (49%) and New Zealand (64%) had the highest percentage of test takers that spent more than 6 months in an English-speaking country.

TOEIC® Writing Score Across Time in English-speaking Country

Figure 29: Mean TOEIC Writing Score Across Time in English-speaking Country


50

Time Spent in a Native English-Speaking Country

Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” Only 23% of all test takers indicated that they had spent six months or more in a country in which English was the main spoken language. Fifty-three percent indicated that they

had never spent time in an English speaking country. Hungary (49%) and New Zealand (64%) had the highest percentage of test takers that spent more than 6 months in an English speaking country.

TOEIC®Writing Score Across Time in English-Speaking Country

Figure 29 : Mean TOEIC Writing Score Across Time in English-Speaking Country

Yes, > 2 years

Yes, 1-2 years

Yes, 6-12 months

No

Yes, < 6 months

Mean Writing Score0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170

150

146

151

154

162


Purpose for Time in a Native English-speaking Country

In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?”, 50% indicated that their purpose was to study or to participate in a language program.

A high percentage of test takers in the Philippines (39%) spent time in an English-speaking country for travel purposes. The highest percentage of test

takers in Costa Rica and El Salvador (50%), China (40%) and France (36%) indicated that they spent time in an English-speaking country to work.

More females (31%) than males (20%) indicated that the purpose was to participate in a language program. More males (25%) than females (12%) indicated that the purpose was to work.

TOEIC® Writing Score Across Purpose for Time in English-speaking Country

Figure 30: Mean TOEIC Writing Score Across Purpose for Time in English-speaking Country


51

Purpose for Time in a Native English-Speaking Country In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?”, 50% indicated that their purpose was to study or to participate in a language program. A high percentage of test takers in the Philippines (39%) spent time in an English speaking country for travel purposes. The

highest percentage of test takers in Costa Rica and El Salvador (50%), China (40%) and France (36%) indicated that they spent time in an English speaking country to work. More females (31%) than males (20%) indicated that the purpose was to participate in a language program. More males (25%) than females (12%) indicated that the purpose was to work.

TOEIC®Writing Score Across Purpose for Time in English-Speaking Country

Figure 30 : Mean TOEIC Writing Score Across Purpose for Time in English-Speaking Country

Other

To study

To work

To participate in language program

To travel


157

147

146

151

157


TOEIC® Writing Test-Taking Experience

The percentage of test takers who had previously taken the TOEIC® Writing test varied widely across countries, from a low of 0% in Costa Rica and Panama, to a high of 63% and 55% in South Korea and New Zealand, respectively.

Overall, more females (71%) than males (62%) reported that they had never taken the TOEIC Writing test before. More males (13%) than females (8%) had taken the TOEIC Writing test more than 3 times.

TOEIC® Writing Score Across Times Taken the TOEIC Test

Figure 31: Mean TOEIC Writing Score Across Times Taken the TOEIC Test


52

TOEIC® Writing Test-Taking Experience

The percentage of test takers who had previously taken the TOEIC® Writing test varied widely across countries, from a low of 0% in Costa Rica and Panama, to a high of 63% and 55% in South Korea and New Zealand, respectively.

Overall, more females (71%) than males (62%) reported that they had never taken the TOEIC Writing test before. More males (13%) than females (8%) had taken the TOEIC Writing test more than 3 times.

TOEIC®Writing Score Across Times Taken TOEIC

Figure 31 : Mean TOEIC Writing Score Across Times Taken TOEIC

Never

Twice

Once

Three times or more


151

147

149

146


Purpose for Taking the TOEIC® Writing Test

A high percentage of test takers indicated that the purpose of taking the TOEIC® Writing test was for learning (27%), job application (26%) and graduation (20%). The majority of test takers in South Korea (51%) indicated that they took the TOEIC Writing test for promotion.

More males (18%) took the test for promotion purposes than females (14%). More females (24%) took the test for graduation purposes than males (17%).

TOEIC® Writing Score Across Purpose for Taking the TOEIC Test


53

Purpose for Taking the TOEIC® Writing Test

A high percentage of test takers indicated that the purpose of taking the TOEIC® Writing test was for learning (27%), job application (26%) and graduation (20%). The majority of test takers in South Korea (51%) indicated that they took the TOEIC Writing test for promotion.

More males (18%) took the test for promotion purposes than females (14%). More females (24%) took the test for graduation purposes than males (17%).

Relationship Between Speaking and Writing Scores The correlation between the TOEIC® Speaking test and the TOEIC® Writing test was about 0.78 based on test takers who took both tests. (Appendix C presents the correlations between Speaking and Writing across regions). This level of correlation indicates that the two measures are

moderately related. Both the Speaking and Writing test measure test takers’ proficiencies in using English in business communications, but they each measures a unique set of language skills.

TOEIC®Writing Score Across Purpose for Taking TOEIC Test

Figure 32 : Mean TOEIC Writing Score Across Purpose for Taking TOEIC Test

For job application

To assess language program

For graduation

For learning

For visa

For promotion


153

142

152

149

150

148

Figure 32: Mean TOEIC Writing Score Across Purpose for Taking the TOEIC Test

Relationship Between Speaking and Writing Scores

The correlation between the TOEIC® Speaking test and the TOEIC® Writing test was about 0.78 based on test takers who took both tests. (Appendix C presents the correlations between Speaking and Writing across regions). This level of correlation

indicates that the two measures are moderately related. Both the Speaking and Writing tests measure test takers’ proficiencies in using English in business communications, but they each measures a unique set of language skills.


APPENDIX A

Copyright ©2019. EDUCATIONAL TESTING SERVICE, ETS, ETS logo and TOEIC are registered trademarks of Educational Testing Service.

Background Questionnaire

4. If you are currently employed, which industry best describes that of your current employer?

01. Agriculture/fishing/forestry/mining02. Construction/building design03. Manufacturing—food04. Manufacturing—pharmaceuticals05. Manufacturing—chemicals06. Manufacturing—fabric/paper07. Manufacturing—oil/petroleum/rubber08. Manufacturing—steel/other metals09. Manufacturing—machinery/fine machinery10. Manufacturing—electronic 11. Manufacturing—vehicles (includes

manufacturing of all modes of transportation)12. Manufacturing—cement/glass13. Manufacturing—clothing14. Manufacturing—other15. Service—education (high school equivalent or

below)16. Service—education (college equivalent or

above, assessment, research)17. Service—court/legislative/municipal/prefecture18. Service—foreign affairs19. Service—armed forces20. Service—health/hospital/medical research 21. Service—hotel/recreation/restaurant/travel22. Service—other23. Public utilities production/management

(electricity/water supply)24. Broadcasting/mass media25. Telecommunication26. Retail/wholesale27. Trading28. Accounting/banking/finance/security29. Insurance30. Real estate31. Transportation32. Other

5. If you are currently employed, which of the following best describes the type of job you do? (The jobs shown in parentheses are examples only.)

A. Management (executive, manager, director)B. Scientific/technical professionals (engineer,

mathematician, programmer, researcher, scientist)

C. Teaching/training D. Professional specialist (accountant, broker,

financial specialist, lawyer)

Read the choices below each question and select the one best answer. Fill in only one answer for each question.

Section I. Your educational and/or work-related background

1. Choose either the level of education in which you are currently enrolled or the highest level that you have completed.

A. Elementary school (primary school)B. General secondary school (junior high

school)C. Secondary school for university entrance

qualification or equivalent (high school)D. Vocational/technical high schoolE. Vocational/technical school after high schoolF. Community/junior college (for associate degree)G. Undergraduate college or university (for bachelor’s

degree)H. Graduate or professional school (for

master’s or doctoral degree)I. Language institution

2. Choose the major that you are currently enrolled in or the major of your highest degree. (The majors shown in parentheses are examples only.)

A. Liberal arts (education, fine arts, languages, literature, music, psychology)

B. Social studies/law (international studies, law studies, political science, sociology)

C. Accounting/business/economicsD. Finance/marketing/tradingE. Sciences (agriculture, computer science,

mathematics, physics, statistics)F. Health (medicine, nursing, pharmacy, public

health)G. Engineering/architectureH. Other/none

3. Which of the following best describes your current status?

A. I am employed full-time (including self-employed).

B. I am employed part-time and/or study part-time.

C. I am not employed. (Skip to Question #6.)D. I am a full-time student. (Skip to Question #6.)


APPENDIX A (Continued)APPENDIX A (continued)

E. Technician (carpenter, electrician, equipment operator, plumber)

F. Marketing/sales (foreign exchange broker, marketing analyst, real estate agent, sales representative, travel agent)

G. Clerical/administrative (office staff member, receptionist, secretary)

H. Services (customer service representative, human resources representative, hotel staff member, public relations representative)

I. Other

Section II.

Your English-language experience

6. How many years have you spent studying English?

A. Less than or equal to 4 yearsB. More than 4 years but less than or equal to

6 yearsC. More than 6 years but less than or equal to 10 yearsD. More than 10 years

7. Which of the following language skills are/were most emphasized?

A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing

8. How much time must you use English in your daily life?

A. None at allB. 1 to 10%C. 11 to 20% D. 21 to 50% E. 51 to 100%

9. Which of the following English-language skills do you use most often?

A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing

10. How often has difficulty with English affected your ability to communicate?

A. Almost neverB. SeldomC. SometimesD. FrequentlyE. Almost always

11. Have you ever lived in a country in which English is the main spoken language?

A. No (Skip to Question #13.)B. Yes, for less than 6 monthsC. Yes, for 6 to 12 monthsD. Yes, for more than 1 but less than or

equal to 2 yearsE. Yes, for more than 2 years

12. What was your main purpose for living in a country in which English is the main spoken language?

A. To study (in other than an English-language program)

B. To participate in an English-language programC. To travel (not work related)D. To workE. Other

Section III.

Your experience in taking the TOEIC® test

13. Before today, how many times have you taken the TOEIC test?

A. Never B. OnceC. TwiceD. Three times or more

14. What is your main purpose for taking today’s TOEIC test?

A. For a job applicationB. For promotionC. To assess the effectiveness of an English-

language programD. To assess future learning needsE. To graduate from a course of study

Background Questionnaire - Side 2


APPENDIX B1

Response Rates to Each Background Question Based on TOEIC® Speaking Test Population in 2018

Background Questions Response Rate

1. Education 89%

2. Major 89%

3. Current Status 89%

4. Type of Industry 99%

5. Type of Job 99%

6. Years Spent Studying English 88%

7. Language Skills Most Emphasized 87%

8. Time Spent Daily Using English 87%

9. English-language Skills Used Most Often 87%

10. Difficulty with English Communication 87%

11. Time in English-speaking Country 87%

12. Purpose for Time in English-speaking Country 100%

13. Times Taken TOEIC Test 88%

14. Purpose for Taking TOEIC Test 88%

*Note: Given the nature of background questions 4, 5 and 12 (i.e., not applicable to all test takers), the response rates for these questions are based on smaller samples than the samples for other questions.


APPENDIX B2

Response Rates to Each Background Question Based on TOEIC® Writing Test Population in 2018

Background Questions Response Rate

1. Education 60%

2. Major 60%

3. Current Status 60%

4. Type of Industry 96%

5. Type of Job 95%

6. Years Spent Studying English 56%

7. Language Skills Most Emphasized 55%

8. Time Spent Daily Using English 55%

9. English-language Skills Used Most Often 55%

10. Difficulty with English Communication 55%

11. Time in English-speaking Country 55%

12. Purpose for Time in English-speaking Country 99%

13. Times Taken TOEIC Test 60%

14. Purpose for Taking the TOEIC Test 60%

*Note: Given the nature of background questions 4, 5 and 12 (i.e., not applicable to all test takers), the response rates for these questions are based on smaller samples than the samples for other questions.


APPENDIX C

Correlations Between Speaking and Writing Scores by Region

Regions Correlations

Asia 0.78

Europe 0.73

North America 0.59

Oceania 0.49

South America 0.78

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