toeic l&r 2018 report on test takers worldwide...2018 report on test takers worldwide toeic —...

2018 Report on

Test Takers Worldwide

1 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® L I S T E N I N G & R E A D I N G T E S T

Table of Contents

The TOEIC® Background Questionnaire ........................................................................................................................................2

Description of TOEIC® Listening and Reading Test Takers in 2018 ......................................................................................3

Mean TOEIC® Scores Across Native Countries ............................................................................................................................4

Relationship Among TOEIC® Listening and Reading Scores .................................................................................................6

Test Takers by Demographic Variables .........................................................................................................................................6

Age ..................................................................................................................................................................................................12

Gender ............................................................................................................................................................................................13

Education .......................................................................................................................................................................................14

Academic Major ..........................................................................................................................................................................15

Employment Status ...................................................................................................................................................................16

Type of Industry ..........................................................................................................................................................................17

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® Test-Taking Experience ...............................................................................................................................................27

Purpose for Taking the TOEIC® Listening and Reading Test ........................................................................................28

APPENDIX A – TOEIC® Background Questionnaire ..................................................................................................................29

APPENDIX B – Response Rates to Each Background Question ...........................................................................................31

APPENDIX C – Correlations Between Listening and Reading Scores by Region ..........................................................32

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® L I S T E N I N G & R E A D I N G T E S T 2

The TOEIC® Background Questionnaire is a self-survey that gathers information about TOEIC test takers’ educational background, work experience, English language study and use, as well as the TOEIC 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 scores and related improvement in English proficiency. Test takers are asked to complete the TOEIC Background Questionnaire before taking the TOEIC 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 vast majority of test takers included in this report are from Asia so the results may not be representative of other regions. In addition, the response rates varied across different background questions (Appendix B). Consequently, care should be taken in making inferences based on this data.

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 500 or more test takers.

The TOEIC® Background Questionnaire


Description of TOEIC® Listening and Reading Test Takers in 2018

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

• The largest proportion of test takers (39%) were between 21 and 25 years of age.

• 54% of test takers were male.

• Most test takers (50%) had an undergraduate degree or were pursuing one.

• 27% of the test takers majored in Engineering while 19% and 18% majored in Liberal Arts and Business, respectively.

• 53% of test takers were full-time students, while 37% were employed full-time.

• 14% of test takers worked in the manufacturing-electronic industry and service-other industry, respectively.

• 31% of test takers worked in scientific/technical professional positions, and 14% worked in clerical/administrative and marketing/sales positions, respectively.

• 80% of test takers had spent more than 6 years studying English.

• 23% of test takers indicated “listening and speaking” as their most emphasized skills when studying English.

• 43% of test takers used English 1 to 10% of their daily life.

• 19% and 32% of test takers selected “listening and reading,” respectively as their most often used English language skill.

• 34% of test takers “sometimes” had difficulty with English communication.

• Only 11% of test takers had spent six months or more in a native English-speaking country.

• 30% of test takers indicated travel as purpose for time in English-speaking countries and 29% of test takers indicated participating in language programs as purpose.

• 40% of test takers who took the TOEIC test in 2018 had previously taken it three or more times.

• 31% of test takers had taken the TOEIC test for learning and 24% for job application purpose and graduation, respectively.


Mean TOEIC® Scores Across Native Countries

Figure 1, below, shows the mean and standard deviation of TOEIC® 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 test. Only countries with more than 500 TOEIC test takers are included in this table.

Worldwide Report 2018 5

Mean TOEIC® Scores Across Native Countries

Figure 1, below, shows the mean and standard deviation of TOEIC® 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 test. Only countries with more than 500 TOEIC test takersare included in this table.

*Note- All charts reflect results only for categories containing 500 or more test takers. Mexico is included in the data for North America.

2018 Worldwide TOEIC® Listening and Reading Comprehension Scores

Figure 1: Mean TOEIC Scores by Region

Listening Means(SD) Reading Means(SD)

Europe

Africa

South America

North America

Asia

0 50 100 150 200 250 300 350 400 450

317(98)

255(106)

321(121)

279(120)

336(109)

299(111)

364(97)

315(101)

377(93)

340(101)

2018 Worldwide TOEIC® Listening and Reading Comprehension Sco

Figure 1: Mean TOEIC Scores by Region

*Note: All charts reflect results only for categories containing 500 or more test takers. Mexico is included in the data for North America.

2018 Worldwide TOEIC® Listening and Reading Comprehension Scores

Reading Means (SD)Listening Means (SD)


CountryListening Reading Total

Mean (SD)* Mean (SD)* Mean (SD)*CANADA 460 (51) 411 (71) 871 (114)

CZECH REPUBLIC 420 (80) 392 (90) 812 (164)

GERMANY 428 (74) 370 (100) 798 (168)

LEBANON 417 (78) 369 (93) 786 (165)

BELGIUM 401 (91) 373 (93) 774 (177)

ITALY 393 (77) 374 (81) 767 (151)

PHILIPPINES 390 (76) 337 (90) 727 (158)

FRANCE 380 (92) 344 (99) 724 (184)

MOROCCO 386 (87) 333 (98) 719 (178)

TUNISIA 384 (90) 335 (96) 718 (180)

SPAIN 366 (99) 346 (100) 712 (192)

PORTUGAL 378 (105) 330 (113) 708 (212)

ARGENTINA 369 (113) 338 (117) 707 (225)

MADAGASCAR 368 (94) 328 (98) 696 (184)

RUSSIA 367 (103) 317 (115) 684 (213)

COSTA RICA 365 (102) 319 (106) 683 (202)

PERU 357 (94) 318 (95) 675 (181)

KOREA (ROK) 369 (83) 304 (102) 673 (177)

CHILE 356 (116) 317 (121) 673 (231)

JORDAN 369 (105) 301 (113) 671 (213)

ALGERIA 353 (97) 305 (102) 658 (192)

ECUADOR 344 (118) 313 (113) 657 (223)

MALAYSIA 360 (93) 289 (113) 649 (198)

SENEGAL 344 (95) 294 (94) 639 (181)

CAMEROON 338 (100) 294 (97) 632 (189)

GREECE 349 (77) 281 (78) 630 (146)

BRAZIL 333 (106) 295 (110) 629 (210)

TURKEY 346 (93) 279 (109) 625 (195)

COLOMBIA 326 (112) 295 (111) 621 (217)

REUNION 330 (105) 287 (112) 618 (211)

INDIA 333 (102) 275 (108) 609 (198)

GABON 330 (93) 277 (90) 607 (175)

COTE D`IVOIRE (IVORY COAST) 320 (97) 286 (97) 605 (187)

POLAND 329 (115) 272 (124) 602 (232)

GUADELOUPE 320 (109) 272 (111) 592 (214)

CHINA, PEOPLE`S REPUBLIC 302 (101) 277 (106) 578 (198)

EL SALVADOR 306 (110) 266 (112) 571 (216)

MEXICO 305 (121) 263 (119) 568 (234)

MARTINIQUE 306 (110) 262 (114) 568 (219)

TAIWAN 305 (99) 249 (104) 554 (195)

BENIN 286 (118) 260 (109) 546 (220)

HONG KONG 308 (105) 232 (110) 540 (208)

VIETNAM 282 (88) 251 (94) 533 (174)

JAPAN 290 (91) 229 (97) 520 (180)

MACAO 284 (97) 206 (103) 490 (194)

MONGOLIA 277 (101) 202 (101) 479 (195)

THAILAND 277 (105) 201 (98) 478 (196)

ALBANIA 255 (117) 218 (116) 473 (228)

INDONESIA 266 (103) 198 (96) 464 (190)

Table 1: Mean Performance by Native Country

*SD = Standard Deviation


Relationship Among TOEIC® Listening and Reading ScoresThe correlation between the two sections of the TOEIC® Listening and Reading test was about 0.86. (Appendix C presents the correlations between Listening and Reading across regions). This is consistent with earlier research (e.g., Woodford, 1982) and with the findings presented in the 2017 Report on Test Takers Worldwide. This level of

correlation indicates that the two measures are closely related, given that both measured test takers’ proficiencies in using English in business communication and test takers tended to put forth the same amount of effort to study both skills together.

Test Takers by Demographic VariablesTable 2 presents the number and percentage of test takers falling into different demographic categories, as well as the average TOEIC® listening comprehension, reading comprehension, and total scores for each category. More in-depth information

about test takers in these categories is shown later in this report.

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


Table 2: Mean Performance by Demographic Categories

% of Test takers

Listening Reading Total

Mean (SD)* Mean (SD)* Mean (SD)*

Age

26 – 30 15.0 351 (92) 292 (104) 643 (188)

21 – 25 39.0 335 (96) 274 (106) 609 (194)

31 – 35 7.5 329 (97) 272 (106) 601 (196)

36 – 40 5.3 316 (97) 262 (106) 578 (196)

41 – 45 4.1 308 (98) 256 (107) 563 (197)

Over 45 6.0 300 (100) 248 (107) 549 (199)

Under 20 23.1 283 (96) 218 (100) 501 (188)

Gen

der Female 46.1 332 (97) 266 (107) 598 (197)

Male 53.9 311 (99) 257 (108) 568 (200)

Educ

atio

n

Graduate school 11.6 361 (87) 316 (97) 677 (177)

Undergraduate college 49.9 340 (92) 281 (102) 621 (186)

Elementary school 0.2 311 (111) 250 (115) 561 (216)

Junior high school 0.5 304 (109) 225 (111) 529 (211)

High school 7.0 287 (105) 221 (110) 508 (207)

Community college 22.6 273 (89) 211 (92) 484 (173)

Vocational school after high school 4.0 270 (100) 198 (97) 468 (189)

Language institution 1.4 275 (98) 191 (96) 466 (186)

Vocational school 2.8 256 (86) 178 (81) 435 (159)



Table 2: Mean Performance by Demographic Categories (Continued)

% of Test takers



Maj

or

Business related 17.9 332 (98) 279 (108) 612 (199)

Social studies 10.6 332 (96) 276 (106) 608 (194)

Liberal arts 19.2 336 (95) 268 (107) 604 (194)

Health related 5.0 323 (95) 267 (105) 590 (193)

Sciences 11.4 319 (94) 268 (103) 587 (190)

Engineering 26.7 305 (94) 249 (102) 554 (189)

Other 9.2 299 (102) 233 (107) 532 (202)

Curr

ent s

tatu

s Not employed 6.2 367 (84) 304 (98) 671 (174)

Part time employee 4.1 341 (103) 284 (112) 625 (208)

Full time student 52.6 313 (97) 251 (106) 564 (195)

Full time employee 37.1 308 (98) 253 (107) 561 (197)

Type

of i

ndus

try

Service-Foreign Affairs 0.1 385 (95) 343 (104) 729 (191)

Service-Education (High school or below) 2.1 368 (91) 319 (101) 687 (185)

Mass Media 1.0 363 (90) 306 (104) 670 (187)

Service-Education (College or above) 2.8 355 (98) 305 (111) 660 (202)

Public Utility Production 1.2 350 (91) 306 (100) 656 (183)

Other 4.1 352 (96) 299 (106) 652 (194)

Manufacturing-Pharmaceuticals 1.9 333 (90) 285 (99) 618 (181)

Trading 3.0 338 (92) 280 (102) 617 (187)

Finance 5.3 332 (97) 285 (105) 616 (195)

Manufacturing-Clothing 0.4 342 (94) 272 (105) 614 (191)

Service-Legislative 3.7 331 (96) 279 (106) 610 (194)

Service-Health 2.2 331 (93) 272 (103) 603 (188)

Insurance 1.7 324 (91) 277 (101) 601 (185)

Service-Traveling 2.1 334 (99) 259 (105) 593 (196)

Real Estate 0.6 324 (99) 267 (105) 591 (196)

Service-Armed forces 2.5 320 (104) 270 (113) 589 (211)



% of Test takers



Type

of i

ndus

try

(con

t.)

Agriculture 0.6 316 (101) 273 (104) 589 (196)

Manufacturing-Food 1.4 321 (97) 265 (105) 586 (194)

Telecommunication 1.7 321 (91) 261 (103) 582 (186)

Service-Other 13.6 318 (95) 259 (104) 578 (191)

Retail/Wholesale 1.7 316 (100) 253 (107) 569 (200)

Transportation 3.6 316 (97) 252 (103) 568 (192)

Manufacturing-Other 3.0 305 (103) 248 (112) 552 (208)

Manufacturing-Petroleum 0.9 299 (99) 251 (109) 551 (201)

Manufacturing-Glass 0.4 300 (93) 250 (100) 550 (186)

Manufacturing-Chemicals 3.9 298 (94) 247 (102) 546 (188)

Construction 2.4 296 (105) 241 (111) 537 (210)

Manufacturing-Metals 2.3 286 (93) 236 (101) 522 (187)

Manufacturing-Machinery 6.6 288 (94) 231 (101) 519 (189)

Manufacturing-Vehicles 8.0 287 (91) 228 (101) 515 (185)

Manufacturing-Fabric 1.0 277 (94) 222 (102) 498 (190)

Manufacturing-Electronic 14.1 276 (92) 221 (101) 496 (186)

Type

of j

ob

Teaching/Training 5.0 365 (98) 315 (109) 680 (200)

Management 5.3 344 (99) 303 (106) 648 (197)

Professional Specialist 9.2 335 (92) 288 (102) 623 (187)

Services 5.7 338 (98) 275 (106) 613 (195)

Clerical/Administrative 14.4 334 (98) 275 (107) 609 (198)

Marketing/Sales 14.3 318 (95) 258 (103) 576 (191)

Technician 6.1 300 (102) 242 (107) 542 (201)

Scientific/Technical Professionals 31.2 296 (90) 242 (100) 538 (182)

Other 8.8 292 (109) 237 (116) 529 (219)

Other 8.8 292 (109) 237 (116) 529 (219)

Year

s sp

ent

stud

ying

Eng

lish > 10 years 43.9 360 (88) 304 (101) 664 (180)

6 – 10 years 35.6 301 (91) 242 (98) 543 (181)

4 – 6 years 11.6 276 (94) 212 (97) 488 (182)

< = 4 years 8.9 264 (96) 199 (98) 463 (186)



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® L I S T E N I N G & R E A D I N G T E S T 1 0

% of Test takers



Lang

uage

ski

lls m

ost

emph

asiz

ed

Listening, Reading, Speaking and Writing 21.0 359 (95) 304 (108) 663 (196)

Speaking 16.0 325 (95) 260 (105) 586 (193)

Listening & Speaking 23.3 326 (94) 259 (104) 585 (190)

Reading & Writing 6.7 315 (97) 267 (108) 583 (198)

Reading 17.8 292 (88) 245 (95) 537 (175)

Listening 12.3 292 (96) 228 (102) 520 (190)

Writing 2.9 282 (103) 227 (111) 509 (207)

Tim

e sp

ent d

aily

usi

ng

Engl

ish

51–100% 4.5 390 (86) 332 (106) 722 (185)

21–50% 12.3 362 (90) 300 (106) 662 (188)

11–20% 19.6 342 (93) 282 (105) 624 (190)

1–10% 43.2 312 (94) 254 (102) 566 (189)

None 20.4 277 (92) 221 (97) 499 (182)

Engl

ish

lang

uage

ski

lls

used

mos

t oft

en

Listening, Reading, Speaking and Writing 9.3 371 (91) 312 (108) 683 (192)

Reading & Writing 7.1 344 (94) 292 (106) 636 (192)

Listening & Speaking 15.2 334 (95) 264 (105) 598 (192)

Reading 32.3 310 (92) 262 (101) 571 (186)

Listening 19.0 308 (100) 244 (107) 552 (200)

Speaking 13.6 306 (98) 239 (104) 545 (194)

Writing 3.6 298 (101) 241 (108) 540 (202)

Diffi

cult

y w

ith

Engl

ish

com

mun

icat

ion

Sometimes 34.3 338 (92) 278 (103) 616 (188)

Seldom 22.8 324 (99) 266 (109) 590 (201)

Frequently 17.8 322 (89) 261 (100) 582 (180)

Almost never 16.4 296 (105) 241 (112) 537 (211)

Almost always 8.7 289 (96) 230 (102) 519 (190)

Table 2: Mean Performance by Demographic Categories (Continued) Table 2: Mean Performance by Demographic Categories (Continued)


1 1 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® L I S T E N I N G & R E A D I N G T E S T

% of Test takers



Tim

e in

Eng

lish-

spea

king

co

untr

y

Yes, > 2 years 3.4 419 (78) 355 (101) 775 (172)

Yes, 1–2 years 2.3 400 (82) 332 (102) 732 (176)

Yes, 6–12 months 4.9 393 (79) 324 (99) 717 (169)

Yes, < 6 months 24.3 336 (88) 273 (101) 609 (181)

No 65.1 302 (95) 246 (104) 548 (191)

Purp

ose

for t

ime

in

Engl

ish-

spea

king

coun

try

To study 18.8 383 (91) 321 (108) 704 (192)

Other 7.8 380 (95) 312 (111) 692 (198)

To work 14.3 352 (93) 296 (107) 649 (193)

To participate in language program 29.4 359 (83) 288 (98) 648 (172)

To travel 29.8 332 (91) 271 (102) 603 (185)

Tim

es ta

ken

TO

EIC

Three times or more 40.0 342 (88) 280 (99) 621 (180)

Twice 12.4 320 (95) 260 (104) 579 (191)

Once 18.5 311 (98) 253 (107) 564 (198)

Never 29.0 299 (104) 245 (113) 543 (209)

Purp

ose

for t

akin

g

TOEI

C te

st

For job application 23.8 346 (92) 281 (105) 627 (189)

For graduation 23.8 314 (101) 258 (110) 571 (205)

For learning 30.9 313 (98) 255 (106) 568 (196)

To assess language program 10.5 310 (98) 252 (106) 562 (196)

For promotion 11.0 295 (93) 236 (101) 531 (186)





Age

A closer look at the demographic categories revealed that across all countries, the typical TOEIC® test taker was between 21 and 25 years of age (39%), 23% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 23% were 31 years of age or older. Canada and Hong Kong (70%), Indonesia (56%), and the Philippines (54%) had a high percentage of test takers that were under 20 years of age. Italy (79%), Vietnam (73%), and Macao and Morocco

(70%) had the highest percentage of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (36%) and Senegal (35%) had the highest proportion of test takers.

Figure 2 shows the mean total TOEIC scores as illustrated by a composite of listening comprehension and reading comprehension scores.

03:37 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 13

Age

A closer look at the demographic categories revealed that across all countries, the typical TOEIC® test taker was between 21 and 25 years of age (39%), 23% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 23% were 31 years of age or older. Canada and Hong Kong (70%), Indonesia (56%), and the Philippines (54%) had a high percentage of test takers that were under 20 years of age. Italy (79%), Vietnam (73%), and Macao and Morocco (70%) had the

highest percentage of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (36%) and Senegal (35%) had the highest proportion of test takers.

Figure 2 shows the mean total TOEIC scores as illustrated by a composite of listening comprehension and reading comprehension scores.

TOEIC® Listening and Reading Comprehension Scores Across Age Levels

Figure 2: Mean TOEIC Scores Across Age Levels

Listening Reading

26 - 30

21 - 25

31 - 35

36 - 40

41 - 45

Over 45

Under 20

Mean Total TOEIC Score

0 100 200 300 400 500 600 700

283 218

335 274

351 292

329 272

316 262

308 256

300 248


Figure 2: Mean TOEIC Scores Across Age Levels


Listening Reading



Gender

Overall, a larger proportion of males than females took the TOEIC® Listening and Reading test (as shown in Table 2). Countries that had a large male test-taking population include Turkey and Jordan (69%), Czech Republic (66%), Lebanon and Senegal (62%), and Japan (61%).

In some countries; however there was a higher proportion of female than male test takers. These

countries include Ecuador and Albania (68%), and Thailand (65%). In other countries the ratio of male to female test takers was fairly equal.

Figure 3 shows that females had higher average total scores than males for both listening and reading.

03:38 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 14Gender

Overall, a larger proportion of males than females took the TOEIC® Listening and Reading test (as shown in Table 2). Countries that had a large male test-taking population include Turkey and Jordan (69%), Czech Republic(66%), Lebanon and Senegal (62%), and Japan (61%).

In some countries; however there was a higher proportion of female than male test takers. These

countries include Ecuador and Albania (68%), and Thailand (65%). In other countries the ratio of male to female test takers was fairly equal.

Figure 3 shows that females had higher average total scores than males for both listening and reading.

TOEIC® Listening and Reading Comprehension Scores Across Gender

Figure 3: Mean TOEIC Scores Across Gender

Listening Reading

Female

Male


0 100 200 300 400 500 600

332 266

311 257


Figure 3: Mean TOEIC Scores Across Gender


Listening Reading



EducationThe majority of test takers (50%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the TOEIC® Background Questionnaire. A higher percentage of women (52%) than men (48%) held or were pursuing an undergraduate degree. In contrast, more men (13%) than women (9%) held or were pursuing a graduate degree.

Because of differences among countries in educational systems, comparisons of educational

level are somewhat subjective. Results show that Thailand (80%), Korea and the Philippines (77%), and Mexico (71%) had the highest proportion of test takers with an undergraduate degree, while Morocco (72%), Gabon, Ivory Coast, and Senegal (70%) had the largest proportion of test takers holding or pursuing graduate degrees. Peru (76%) and Chile (69%) had the highest proportion of test takers with a vocational degree after high school.

03:38 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 15Education

The majority of test takers (50%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the TOEIC® BackgroundQuestionnaire. A higher percentage of women (52%) than men (48%) held or were pursuing an undergraduate degree. In contrast, more men (13%) than women (9%) held or were pursuing a graduate degree.

Because of differences among countries in educational systems, comparisons of educational level are somewhat

subjective. Results show that Thailand (80%), Korea and the Philippines (77%), and Mexico (71%) had the highestproportion of test takers with an undergraduate degree,while Morocco (72%), Gabon, Ivory Coast, and Senegal(70%) had the largest proportion of test takers holding orpursuing graduate degrees. Peru (76%) and Chile (69%) had the highest proportion of test takers with a vocationaldegree after high school.

TOEIC®Listening and Reading Comprehension Scores Across Education

Figure 4 : Mean TOEIC Scores Across Education

Listening Reading

Graduate school

Undergraduate college

Elementary school

Junior high school

High school

Community college

Vocational school after high school

Language institution

Vocational school


0 100 200 300 400 500 600 700

311 250

304 225

287 221

256 178

270 198

273 211

340 281

361 316

275 191

TOEIC® Listening and Reading Comprehension Scores Across Education

Figure 4: Mean TOEIC Scores Across Education

TOEIC® Listening and Reading Comprehension Scores Across Education

Listening Reading



Academic Major

The largest percentage of TOEIC® Listening and Reading test takers majored in Engineering (27%). The highest percentages of test takers with an Engineering major were in Senegal (51%), Tunisia and Gabon (49%), and Lebanon (48%). Liberal Arts (19%) and Business related (18%) were the second and third most popular majors. Countries with a high percentage of test takers with business-related majors include El Salvador and Ivory Coast (56%), Ecuador (50%), Albania (48%), and Martinique

(46%). Countries with a high percentage of test takers with liberal arts include Macao (31%), Costa Rica (29%), India and Jordan (27%), Malaysia (23%), and Japan (22%).

Across all test takers, more females (31%) majored in liberal arts than males (10%) and more males (39%) majored in Engineering than females (11%).

03:39 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 16Academic Major

The largest percentage of TOEIC® Listening and Reading test takers majored in Engineering (27%). The highest percentages of test takers with an Engineering major were in Senegal (51%), Tunisia and Gabon (49%), and Lebanon (48%). Liberal Arts (19%) and Business related (18%) were the second and third most popularmajors. Countries with a high percentage of test takers with business-related majors include El Salvador and Ivory Coast (56%), Ecuador (50%), Albania (48%), and

Martinique (46%). Countries with a high percentage oftest takers with liberal arts include Macao (31%), Costa Rica (29%), India and Jordan (27%), Malaysia (23), and Japan (22%).

Across all test takers, more females (31%) majored inliberal arts than males (10%) and more males (39%) majored in Engineering than females (11%).

TOEIC®Listening and Reading Comprehension Scores Across Major

Figure 5 : Mean TOEIC Scores Across Major

Listening Reading

Business related

Social studies

Liberal arts

Health related

Sciences

Engineering

Other


0 100 200 300 400 500 600 700

336 268

332 276

332 279

319 268

323 267

305 249

299 233

TOEIC® Listening and Reading Comprehension Scores Across Major

Figure 5: Mean TOEIC Scores Across Major


Listening Reading



Employment Status

Overall the majority of TOEIC® Listening and Reading test takers were full-time students (53%). Countries such as India (90%), Canada (85%), the Philippines (83%), and Hong Kong and Macao (81%) had the highest proportion of full time students. 38% of test takers indicated they were full time employees.

Results show that testing populations in Russia (65%) and Brazil (62%) were mostly full time employees.

More males (46%) than females (26%) are full-time employees. More females (61%) than males (46%) are full-time students.

03:39 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 17Employment Status

Overall the majority of TOEIC® Listening and Reading test takers were full-time students (53%). Countries such as India (90%), Canada (85%), the Philippines (83%), and Hong Kong and Macao (81%) had the highest proportion of full time students. 38% of test takers indicated they were full time employees.

Results show that testing populations in Russia (65%) and Brazil (62%) were mostly full time employees.

More males (46%) than females (26%) are full-time employees. More females (61%) than males (46%) are full-time students.

TOEIC®Listening and Reading Comprehension Scores Across Current Status

Figure 6 : Mean TOEIC Scores Across Current Status

Listening Reading

Not employed

Part time employee

Full time student

Full time employee

Mean Total TOEIC Score0 100 200 300 400 500 600 700

308 253

341 284

367 304

313 251

TOEIC® Listening and Reading Comprehension Scores Across Current Status

Figure 6: Mean TOEIC Scores Across Current Status

TOEIC® Listening and Reading Comprehension Scores Across Current Status

Listening Reading



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 7a (Service), 7b (Manufacturing) and 7c (Other than Service or Manufacturing) provide

average TOEIC® Listening and Reading scores for the various industry types.


03:40 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 18Type of Industry

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

Figures 7a (Service), 7b (Manufacturing) and 7c (Other than Service or Manufacturing) provide average TOEIC® Listening and Reading scores for the various industry types.

TOEIC®Listening and Reading Comprehension Scores Across Type of Industry

Figure 7a : Mean TOEIC Scores Across Type of Industry

Listening Reading

Service-Foreign Affairs

Service-Education (High school or below)

Service-Education (College or above)

Service-Legislative

Service-Health

Service-Traveling

Service-Armed forces

Service-Other


0 100 200 300 400 500 600 700 800

368 319

355 305

331 279

385 343

320 270

331 272

334 259

318 259

Figure 7a: Mean TOEIC Scores Across Type of Industry (Service)

TOEIC® Listening and Reading Comprehension Scores Across Type of Industry

Figure 7a: Mean TOEIC Scores Across Type of Industry (Service)



Listening Reading



TOEIC®Listening and Reading Comprehension Scores Across Type of Industry

Figure 7b : Mean TOEIC Scores Across Type of Industry

Listening Reading

Manufacturing-Pharmaceuticals

Manufacturing-Clothing

Manufacturing-Food

Manufacturing-Other

Manufacturing-Petroleum

Manufacturing-Glass

Manufacturing-Chemicals

Manufacturing-Metals

Manufacturing-Machinery

Manufacturing-Vehicles

Manufacturing-Fabric

Manufacturing-Electronic


0 100 200 300 400 500 600 700

321 265

333 285

298 247

277 222

299 251

286 236

288 231

276 221

287 228

300 250

342 272

305 248

Figure 7b: Mean TOEIC Scores Across Type of Industry (Manufacturing)


Figure 7b: Mean TOEIC Scores Across Type of Industry (Manufacturing)

03:41 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 20TOEIC®Listening and Reading Comprehension Scores Across Type of Industry

Figure 7c : Mean TOEIC Scores Across Type of Industry

Listening Reading

Mass Media

Public Utility Production

Other

Trading

Finance

Insurance

Real Estate

Agriculture

Telecommunication

Retail/Wholesale

Transportation

Construction


0 100 200 300 400 500 600 700

316 273

296 241

350 306

363 306

321 261

316 253

338 280

332 285

324 277

324 267

316 252

352 299

Figure 7c: Mean TOEIC Scores Across Type of Industry (Other)


Figure 7c: Mean TOEIC Scores Across Type of Industry (Other)





Listening Reading

Listening Reading


Type of Job

The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was scientific/technical professionals (31%).

Senegal and Tunisia (43%), and Japan (41%) had the largest percentage of test takers working in scientific/technical positions. For management positions, Ecuador (63%) had the largest percentage of test takers. For teaching/training positions, Costa Rica

(41%) and Jordan (33%) had the largest percentage of test takers.

Overall, more females (10%) worked in teaching/training positions than males (3%), and more females (25%) worked in clerical/administration positions than male (9%). More males (39%) worked in scientific/technical positions than females (15%).

03:41 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 21Type of Job

The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was scientific/technical professionals (31%).

Senegal and Tunisia (43%), and Japan (41%) had the largest percentage of test takers working inscientific/technical positions. For management positions, Ecuador (63%) had the largest percentage of test takers. For teaching/training positions, Costa Rica

(41%) and Jordan (33%) had the largest percentage oftest takers.

Overall, more females (10%) worked inteaching/training positions than males (3%), and more females (25%) worked in clerical/administration positions than male (9%). More males (39%) worked in scientific/technical positions than females (15%).

TOEIC®Listening and Reading Comprehension Scores Across Type of Job

Figure 8 : Mean TOEIC Scores Across Type of Job

Listening Reading

Teaching/Training

Management

Professional Specialist

Services

Clerical/Administrative

Marketing/Sales

Technician

Scientific/Technical Professionals

Other


0 100 200 300 400 500 600 700

344 303

296 242

365 315

335 288

300 242

318 258

334 275

338 275

292 237

TOEIC® Listening and Reading Comprehension Scores Across Type of Job

Figure 8: Mean TOEIC Scores Across Type of Job

TOEIC® Listening and Reading Comprehension Scores Across Type of Job


Listening Reading


Years Spent Studying English

Similar to the results from previous years, 2018 test takers exhibited very similar patterns in the length of time spent studying English. 80% of 2018 test takers indicated that they studied English for six or more years.

Brazil (42%), Colombia (37%), and Mongolia and Peru and Russia (36%) had the largest percentages of test takers that studied English for less than 4 years.

In contrast, countries that had a high proportion of test takers who have studied English for more than ten years include Hong Kong (74%), India and Macao (71%), and Malaysia (70%).

03:42 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 22Years Spent Studying English

Similar to the results from previous years, 2018 test takers exhibited very similar patterns in the length of time spent studying English. 80% of 2018 test takers indicated that they studied English for six or more years.

Brazil (42%), Colombia (37%), and Mongolia and Peru and Russia (36%) had the largest percentages of test takers that studied English for less than 4 years.

In contrast, countries that had a high proportion of test takers who have studied English for more than ten years include Hong Kong (74%), India and Macao (71%), and Malaysia (70%).

TOEIC®Listening and Reading Comprehension Scores Across Years Spent Studying English

Figure 9 : Mean TOEIC Scores Across Years Spent Studying English

Listening Reading

> 10 years

6 - 10 years

4 - 6 years

<= 4 years


0 100 200 300 400 500 600 700

264 199

276 212

301 242

360 304

TOEIC® Listening and Reading Comprehension Scores Across Years Spent Studying English

Figure 9: Mean TOEIC Scores Across Years Spent Studying English

TOEIC® Listening and Reading Comprehension Scores Across Years Spent Studying English


Listening Reading


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. 21% percent of all test takers indicated that all four English language skills (listening, reading, speaking, and writing) were emphasized. However, a slightly higher percentage of test takers (23%)

indicated that “listening and speaking” skills were the skills most emphasized.

Test takers from Canada (67%), India (55%), and Belgium (52%) indicated an emphasis on all four English language skills.

03:42 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 23Type 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. 21% percent of all test takers indicated that all four English language skills (listening, reading, speaking, and writing)were emphasized. However, a slightly higher percentage

of test takers (23%) indicated that “listening and speaking” skills were the skills most emphasized.

Test takers from Canada (67%), India (55%), and Belgium (52%) indicated an emphasis on all fourEnglish language skills.

TOEIC®Listening and Reading Comprehension Scores Across Language Skills Most Emphasized

Figure 10 : Mean TOEIC Scores Across Language Skills Most Emphasized

Listening Reading

Listening, Reading, Speaking and Writing

Speaking

Listening & Speaking

Reading & Writing

Reading

Listening

Writing


0 100 200 300 400 500 600 700

292 228

292 245

325 260

282 227

326 259

315 267

359 304

TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized

Figure 10: Mean TOEIC Scores Across Language Skills Most Emphasized

TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized


Listening Reading


Daily English Use Requirement

In response to the question “How much time must you use English in your daily life?,” 43% 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 Japan and Macao (46%), and Hong Kong and Martinique (43%).

Test takers from Peru (34%), Ecuador (32%), and Malaysia and Morocco (31%) responded that they spent 11–20% of their daily life using English. Test takers in Canada (56%), India (38%), and Jordan (33%) indicated that they spend 51–100% of their daily life using English.

03:43 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 24Daily English Use Requirement

In response to the question “How much time must you use English in your daily life?,” 43% 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 Japan and Macao (46%), and Hong Kong and Martinique (43%).

Test takers from Peru (34%), Ecuador (32%), and Malaysia and Morocco (31%) responded that they spent 11-20% of their daily life using English. Test takers in Canada (56%), India (38%), and Jordan (33%) indicated that they spend 51-100% of their daily life using English.

TOEIC®Listening and Reading Comprehension Scores Across Time Spent Daily Using English

Figure 11 : Mean TOEIC Scores Across Time Spent Daily Using English

Listening Reading

51-100%

21-50%

11-20%

1-10%

None


0 100 200 300 400 500 600 700 800

277 221

312 254

342 282

362 300

390 332

TOEIC® Listening and Reading Comprehension Scores Across Time Spent Daily Using English

Figure 11: Mean TOEIC Scores Across Time Spend Daily Using English

TOEIC® Listening and Reading Comprehension Scores Across Time Spent Daily Using English


Listening Reading


Most Frequently Used Language Skill

32% of all test takers indicated that Reading was the English language skill that they used most often. Taiwan (40%), Brazil (39%), and Chile and Japan (38%) had the highest percentage of test takers with reading as their most used skill. For listening, 19% of all test takers indicated that was the skill used most often. Countries that had a high percentage of test takers selecting “listening” include Gabon (38%),

and Martinique and Guadeloupe (37%). 9% of test takers indicated that they use all four language skills equally.

Overall, males were more inclined than females (37% vs. 27%) to choose reading as the English-language skill they used most often.


Most Frequently Used Language Skill

32% of all test takers indicated that Reading was the English language skill that they used most often. Taiwan (40%), Brazil (39%), and Chile and Japan (38%) had the highest percentage of test takers with reading as their most used skill. For listening, 19% of all test takers indicated that was the skill used most often. Countries that had a high percentage of test takers selecting “listening” include Gabon (38%), and Martinique and Guadeloupe (37%).

9% of test takers indicated that they use all four language skills equally.

Overall, males were more inclined than females (37% vs. 27%) to choose reading as the English-language skill they used most often.

TOEIC®Listening and Reading Comprehension Scores Across English Language Skills Used Most Often

Figure 12 : Mean TOEIC Scores Across English Language Skills Used Most Often

Listening Reading

Listening, Reading, Speaking and Writing

Reading & Writing

Listening & Speaking

Reading

Listening

Speaking

Writing


0 100 200 300 400 500 600 700

308 244

310 262

306 239

298 241

334 264

344 292

371 312

TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often

Figure 12: Mean TOEIC Scores Across English Language Skills Used Most Often

TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often


Listening Reading


Difficulty with English Affecting Communication

When asked “How often has difficulty with English affected your ability to communicate?,” 34% of all test takers responded “sometimes,” 23% responded that difficulty with English “seldom” affected their

ability to communicate, and 18% responded that difficulty with English “frequently” affected their ability to communicate.

08:37 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 26Difficulty with English Affecting Communication

When asked “How often has difficulty with Englishaffected your ability to communicate?,” 34% of all testtakers responded “sometimes”, 23% responded thatdifficulty with English “seldom” affected their ability tocommunicate, and 18% responded that difficulty withEnglish “frequently” affected their ability tocommunicate.

TOEIC®Listening and Reading Comprehension Scores Across Difficulty with English Communication

Figure 13 : Mean TOEIC Scores Across Difficulty with English Communication

Listening Reading

Sometimes

Seldom

Frequently

Almost never

Almost always


0 100 200 300 400 500 600 700

296 241

324 266

338 278

322 261

289 230

TOEIC® Listening and Reading Comprehension Scores Across Difficulty with English Communication

Figure 13: Mean TOEIC Scores Across Difficulty with English Communication



Listening Reading


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 11% of all test takers indicated that they had spent six months or more in a country in

which English was the main spoken language. 65% indicated that they have never spent time in an English-speaking country.

08:38 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 27Time 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 11% of all test takers indicated that they had spent six months or more in a country in which English was the main spoken language. 65% indicated that they have never spent time in an English-speaking country.

TOEIC®Listening and Reading Comprehension Scores Across Time in English-Speaking Country

Figure 14 : Mean TOEIC Scores Across Time in English-Speaking Country

Listening Reading

Yes, > 2 years

Yes, 1-2 years

Yes, 6-12 months

Yes, < 6 months

No


0 100 200 300 400 500 600 700 800

302 246

336 273

393 324

400 332

419 355

TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country

Figure 14: Mean TOEIC Scores Across Time in English-Speaking Country


TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country

Listening Reading


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?” 30% indicated travel as the purpose for spending the time. 29% of test takers indicated they did so for the purpose of participating in a language program.

More females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (21%) than females (7%) indicated that the purpose was to work.

08:39 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 28Purpose 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?” 30% indicated travel as the purpose for spending the time. 29% of test takers indicated they did so for the purpose of participating in a language program.

More females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (21%) than females (7%) indicated that the purpose was to work.

TOEIC®Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country

Figure 15 : Mean TOEIC Scores Across Purpose for Time in English-Speaking Country

Listening Reading

To study

Other

To work

To participate in language program

To travel


0 100 200 300 400 500 600 700 800

383 321

359 288

332 271

352 296

380 312

TOEIC® Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country

Figure 15: Mean TOEIC Scores Across Purpose for Time in English-Speaking Country


TOEIC® Listening and Reading Comprehension Scores Purpose for Time in English-Speaking Country

Listening Reading


TOEIC® Test-Taking Experience

The percentage of test takers who had previously taken the TOEIC® Listening and Reading test varied widely across countries, from a low of 8% and 10% in India and Canada, respectively, to a high of 77% in Japan and Korea, respectively.

The majority of test takers (71%) had taken the TOEIC Listening and Reading test before, with the largest percentage of test takers (40%) having taken the TOEIC Listening and Reading test three or more times previously.

08:39 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 29TOEIC® Test-Taking Experience

The percentage of test takers who had previously taken the TOEIC® Listening and Reading test varied widely across countries, from a low of 8% and 10% in India and Canada, respectively, to a high of 77% in Japan and Korea, respectively.

The majority of test takers (71%) had taken the TOEIC Listening and Reading test before, with the largest percentage of test takers (40%) having taken the TOEIC Listening and Reading test three or more times previously.

TOEIC®Listening and Reading Comprehension Scores Across Times Taken TOEIC

Figure 16 : Mean TOEIC Scores Across Times Taken TOEIC

Listening Reading

Three times or more

Twice

Once

Never


0 100 200 300 400 500 600 700

299 245

311 253

320 260

342 280

Section Scores Across Number of Times the TOEIC® Listening and Reading Test was Taken

Figure 16: Mean TOEIC Scores Across Number of Times taken TOEIC

Commented [GR3]: Please avoid having TOEIC separated from the rest of the test name (i.e. Listening and Reading test)

Figure 16: Mean TOEIC Scores Across Number of Times taken TOEIC

Section Scores Across Number of Times the TOEIC® Listening and Reading Test was Taken


Listening Reading


Purpose for Taking the TOEIC® Listening and Reading Test

A high percentage of test takers indicated that the purpose of taking the TOEIC® Listening and Reading test was for learning (31%), job application (24%), and graduation (24%).

A large proportion of test takers in Thailand (50%), Korea (45%), and Jordan (42%) took the test for job application purposes.

For learning purposes, Japan and Ecuador (42%), and Hong Kong (37%) had the highest proportion of test takers.

For graduation, Benin (86%), Senegal (78%), and Morocco (75%) had a highest percentage of test takers.

08:40 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 30Purpose for Taking the TOEIC® Listening and Reading Test

A high percentage of test takers indicated that the purpose of taking the TOEIC® Listening and Reading test was for learning (31%), job application (24%), and graduation (24%).

A large proportion of test takers in Thailand (50%), Korea (45%), and Jordan (42%) took the test for job application purposes.

For learning purposes, Japan and Ecuador (42%), and Hong Kong (37%) had the highest proportion of test takers.

For graduation, Benin (86%), Senegal (78%), and Morocco (75%) had a highest percentage of test takers.

TOEIC®Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC Test

Figure 17 : Mean TOEIC Scores Across Purpose for Taking TOEIC Test

Listening Reading

For job application

For graduation

For learning

To assess language program

For promotion


0 100 200 300 400 500 600 700

346 281

295 236

310 252

313 255

314 258

TOEIC® Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC® Test

Figure 17: Mean TOEIC Scores Across Purpose for Taking TOEIC Test

TOEIC® Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC® Test


Listening Reading


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 B

Response Rates to Each Background QuestionN Response Rate

Total Number of People Using the Background Questionnaire 4,759,552 .

Education 3,783,411 79%

Major 3,435,201 72%

Current Status 3,880,486 82%

Type of Industry 1,513,971 95%

Type of Job 1,296,268 81%

Years Spent Studying English 3,449,003 72%

Language Skills Most Emphasized 3,438,500 72%

Time Spent Daily Using English 3,445,394 72%

English Language Skills Used Most Often 3,414,789 72%

Difficulty with English Communication 3,432,815 72%

Time in English-Speaking Country 3,417,897 72%

Purpose for Time in English-Speaking Country 1,182,189 99%

Number of Times the TOEIC® Test Was Taken 3,445,895 72%

Purpose for Taking the TOEIC Test 3,568,095 75%

*Note: N = 1,598,894 was used to calculate response rates for question 4 and 5 (after excluding test takers who selected option 03 and 04 in question 3); N = 1,193,213 was used to calculate response rate for question 12 (after excluding test takers who selected option 01 in question 11).


APPENDIX C

Correlations Between Listening and Reading Scores by RegionRegion Correlations

Africa 0.86

Asia 0.85

Europe 0.87

North America 0.91

South America 0.88

L I S T E N I N G

R E A D I N G

Copyright © 2019 by Educational Testing Service. All rights reserved. ETS, the ETS logo, MEASURING THE POWER OF LEARNING andTOEIC are registered trademarks of Educational Testing Service (ETS) in the United States and other countries. 41950

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