origin-€¦ · Worldwide Report 2017 1 Table of Contents Page The TOEIC ® Background Questionnaire

2017 Report on

Test Takers Worldwide

T E S T

L I S T E N I N G&

R E A D I N G

®

Worldwide Report 2017 1

Table of Contents

Page

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

Description of TOEIC® Listening and Reading Test Takers in 2017 ............................................................................3

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

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

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

Age ......................................................................................................................................................................11

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

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

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

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

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

Type of Job ...........................................................................................................................................................18

Years Spent Studying English ..............................................................................................................................19

Type of Language Skill Most Emphasized When Studying English ...................................................................20

Daily English Use Requirement ...........................................................................................................................21

Most Frequently Used Language Skill .................................................................................................................22

Difficulty With English Affecting Communication .............................................................................................23

Time Spent in a Native English-Speaking Country .............................................................................................24

Purpose for Time in a Native English-Speaking Country ....................................................................................25

TOEIC® Test-Taking Experience .........................................................................................................................26

Purpose for Taking the TOEIC® Listening and Reading Test ..............................................................................27

Appendix A – TOEIC® Background Questionnaire ....................................................................................................28

Appendix B – Response Rates to Each Background Question ...................................................................................30

Appendix C – Correlations Between Listening and Reading Scores by Region ........................................................31

2 Worldwide Report 2017

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 2017.

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%. 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 2017

Background information was collected from all of the test takers who took the TOEIC Listening and Reading test in 2017, 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.

• 55% of test takers were male.

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

• 26% of the test takers majored in Engineering while 19% majored in Business and Liberal Arts, respectively.

• 52% of test takers were full-time students, while 38% were employed full-time.

• 15% of test takers worked in the manufacturing-electronic industry.

• 31% of test takers worked in scientific/technical professional positions, and 15% and 14% worked in marketing/sales and clerical/administrative positions, respectively.

• 79% 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.

• 44% of test takers used English 1 to 10% of their daily life.

• 19% and 33% 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 2017 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.


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.


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.

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

2017 Worldwide TOEIC® Listening and Reading Comprehension Scores

Figure 1: Mean TOEIC Scores by Region

Listening Means(SD) Reading Means(SD)

Europe

Africa

North America

South America

Asia

0 50 100 150 200 250 300 350 400 450

312(98)

255(105)

332(112)

297(114)

349(120)

307(123)

358(98)

311(101)

373(94)

338(101)


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.


Reading Means (SD)Listening Means (SD)


Table 1: Mean Performance by Native Country

CountryListening Reading Total

Mean (SD)* Mean (SD)* Mean (SD)*CANADA 444 (64) 402 (78) 845 (136)

GERMANY 429 (79) 371 (100) 800 (173)

BELGIUM 402 (82) 370 (90) 772 (166)

LEBANON 410 (87) 359 (103) 769 (184)

ITALY 386 (73) 368 (76) 754 (141)

CZECH REPUBLIC 395 (98) 347 (112) 743 (204)

PHILIPPINES 393 (76) 334 (94) 727 (162)

FRANCE 378 (90) 344 (96) 722 (180)

MOROCCO 387 (84) 333 (94) 720 (172)

JORDAN 395 (87) 322 (103) 717 (183)

RUSSIA 380 (98) 336 (107) 716 (197)

PORTUGAL 378 (103) 333 (112) 712 (209)

SPAIN 359 (98) 342 (99) 701 (190)

COSTA RICA 370 (91) 329 (98) 699 (182)

MADAGASCAR 365 (91) 327 (92) 692 (177)

CHILE 365 (115) 322 (114) 687 (223)

KOREA (ROK) 369 (83) 307 (100) 676 (175)

TUNISIA 362 (100) 313 (104) 675 (198)

ARGENTINA 352 (115) 322 (116) 674 (226)

ALGERIA 351 (98) 304 (101) 654 (192)

UKRAINE 354 (92) 292 (104) 646 (190)

MALAYSIA 358 (90) 284 (108) 642 (190)

GREECE 355 (73) 286 (75) 641 (138)

TURKEY 351 (93) 285 (106) 636 (191)

BRAZIL 333 (110) 299 (114) 632 (218)

REUNION 331 (102) 296 (105) 627 (200)

COTE D`IVOIRE (IVORY COAST) 319 (98) 292 (99) 612 (189)

PERU 319 (113) 289 (110) 608 (217)

CAMEROON 323 (102) 281 (98) 603 (191)

CHINA, PEOPLE`S REPUBLIC 309 (97) 291 (101) 600 (188)

COLOMBIA 317 (112) 282 (113) 599 (218)

SENEGAL 318 (104) 277 (101) 594 (199)

MEXICO 319 (119) 275 (120) 594 (233)

GABON 316 (93) 272 (94) 588 (180)

POLAND 314 (114) 244 (121) 558 (228)

GUADELOUPE 298 (111) 252 (110) 550 (216)

TAIWAN 300 (97) 244 (102) 544 (191)

HONG KONG 299 (103) 228 (113) 527 (208)

JAPAN 287 (91) 230 (97) 517 (180)

EL SALVADOR 273 (118) 239 (120) 512 (233)

VIETNAM 265 (89) 232 (95) 496 (176)

INDIA 267 (125) 221 (123) 488 (243)

MONGOLIA 287 (102) 199 (98) 486 (188)

THAILAND 278 (102) 204 (96) 482 (191)

MACAO 273 (92) 193 (96) 466 (181)

ALBANIA 249 (117) 203 (112) 452 (225)

INDONESIA 253 (97) 193 (96) 447 (185)

*SD = Standard Deviation


Relationship Among TOEIC Listening and Reading Scores

The correlation between the two sections of the TOEIC® Listening and Reading test was about 0.85. (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 2016 Worldwide Data Report. 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 Variables

Table 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)*

Ag

e

26 – 30 15.0 346 (94) 290 (104) 636 (190)

21 – 25 39.4 330 (96) 274 (105) 604 (193)

31 – 35 7.8 324 (97) 270 (106) 594 (195)

36 – 40 5.7 310 (97) 262 (105) 572 (194)

41 – 45 4.2 303 (98) 254 (107) 557 (198)

Over 45 6.0 295 (99) 247 (108) 542 (200)

Under 20 21.9 278 (96) 217 (100) 495 (187)

Gen

der Female 45.5 327 (98) 265 (107) 592 (197)

Male 54.5 307 (99) 257 (107) 564 (199)

Ed

ucat

ion

Graduate school 11.6 356 (88) 315 (97) 671 (176)

Undergraduate college 50.2 337 (91) 282 (101) 619 (184)

Junior high school 0.6 293 (108) 220 (107) 512 (206)

Elementary school 0.3 283 (109) 228 (108) 511 (209)

High school 6.9 279 (103) 216 (108) 495 (203)

Community college 22.5 271 (89) 213 (92) 484 (173)

Language institution 1.3 271 (98) 190 (98) 461 (188)

Vocational school after high school 4.0 264 (97) 194 (95) 458 (184)

Vocational school 2.7 248 (82) 178 (81) 425 (154)



% of Test takers



Maj

or

Social studies 10.6 328 (97) 277 (106) 605 (195)

Business related 18.7 326 (99) 277 (107) 603 (199)

Liberal arts 19.1 333 (95) 269 (106) 603 (194)

Sciences 11.3 314 (94) 267 (103) 582 (189)

Engineering 26.0 305 (94) 253 (102) 558 (189)

Health related 6.5 304 (96) 250 (103) 554 (192)

Other 7.9 295 (101) 231 (107) 526 (200)

Cur

rent

sta

tus Not employed 6.2 362 (85) 302 (98) 664 (175)

Part time employee 4.3 332 (103) 277 (112) 608 (209)

Full time student 52.0 311 (97) 253 (106) 564 (195)

Full time employee 37.5 305 (97) 253 (106) 557 (195)

Typ

e o

f in

dus

try

Service-Education (High school or below) 2.1 365 (90) 319 (100) 684 (183)

Mass Media 0.9 358 (91) 305 (104) 663 (188)

Service-Education (College or above) 2.8 351 (100) 303 (112) 654 (205)

Other 3.8 348 (95) 298 (105) 646 (192)

Service-Foreign Affairs 0.2 337 (105) 304 (110) 641 (208)

Public Utility Production 1.3 338 (95) 299 (102) 638 (189)

Manufacturing-Pharmaceuticals 1.8 332 (89) 288 (98) 620 (179)

Trading 2.9 334 (93) 281 (101) 615 (187)

Service-Legislative 3.5 330 (94) 282 (104) 612 (191)

Service-Armed forces 2.3 325 (99) 279 (109) 604 (200)

Finance 5.6 321 (97) 279 (105) 600 (196)

Service-Health 2.0 326 (92) 271 (103) 598 (187)

Manufacturing-Clothing 0.5 329 (97) 266 (107) 594 (195)

Real Estate 0.5 320 (99) 269 (106) 589 (198)

Insurance 1.9 314 (94) 270 (102) 584 (189)

Manufacturing-Food 1.4 316 (98) 265 (106) 580 (197)

Table 2: Mean Performance by Demographic Categories (continued)



% of Test takers



Typ

e o

f in

dus

try

(co

nt.)

Service-Traveling 2.1 324 (100) 253 (106) 577 (197)

Service-Other 13.8 317 (94) 260 (102) 577 (188)

Manufacturing-Glass 0.5 304 (95) 263 (105) 568 (192)

Manufacturing-Other 3.0 308 (101) 256 (110) 563 (204)

Manufacturing-Petroleum 1.0 303 (98) 258 (107) 561 (198)

Retail/Wholesale 1.6 310 (101) 249 (108) 560 (202)

Agriculture 0.8 297 (100) 260 (102) 558 (192)

Telecommunication 2.0 305 (94) 252 (105) 556 (192)

Transportation 3.2 309 (95) 247 (99) 556 (186)

Manufacturing-Chemicals 3.6 294 (93) 248 (101) 542 (186)

Construction 2.4 292 (105) 242 (110) 534 (208)

Manufacturing-Metals 2.2 284 (95) 237 (103) 521 (190)

Manufacturing-Machinery 6.4 286 (94) 233 (101) 519 (188)

Manufacturing-Vehicles 8.1 281 (90) 225 (99) 506 (182)

Manufacturing-Electronic 14.8 272 (92) 219 (99) 491 (184)

Manufacturing-Fabric 1.0 270 (94) 219 (103) 489 (190)

Typ

e o

f jo

b

Teaching/Training 5.0 359 (99) 312 (109) 671 (201)

Management 5.5 336 (100) 298 (108) 634 (200)

Professional Specialist 9.1 329 (93) 286 (103) 615 (189)

Services 5.7 332 (98) 272 (106) 604 (196)

Clerical/Administrative 14.3 330 (98) 274 (107) 604 (198)

Marketing/Sales 14.5 311 (95) 257 (103) 568 (191)

Technician 6.1 300 (99) 247 (105) 547 (196)

Scientific/Technical Professionals 31.3 290 (89) 240 (99) 530 (180)

Other 8.6 290 (108) 238 (115) 528 (216)

Year

s sp

ent

stud

ying

Eng

lish

> 10 years 43.7 356 (88) 304 (100) 660 (180)

6 – 10 years 35.6 298 (91) 243 (98) 540 (180)

4 – 6 years 11.7 272 (93) 213 (97) 485 (182)

< = 4 years 9.0 261 (95) 201 (98) 462 (185)




% of Test takers



Lang

uag

e sk

ills

mo

st

emp

hasi

zed

Listening, Reading, Speaking and Writing 20.8 356 (95) 304 (107) 661 (195)

Speaking 15.9 323 (96) 261 (104) 584 (192)

Listening and Speaking 23.4 323 (94) 259 (103) 582 (189)

Reading and Writing 6.7 311 (96) 268 (108) 579 (197)

Reading 17.4 287 (87) 245 (96) 532 (175)

Listening 12.7 287 (95) 228 (101) 515 (189)

Writing 3.1 280 (102) 231 (111) 510 (206)

Tim

e sp

ent

dai

ly

usin

g E

nglis

h

51 – 100% 4.3 387 (88) 330 (106) 717 (187)

21 – 50% 12.0 357 (90) 300 (105) 657 (188)

11 – 20% 19.6 339 (92) 282 (104) 622 (189)

1 – 10% 43.5 310 (94) 255 (102) 565 (188)

None 20.6 274 (92) 222 (98) 495 (181)

Eng

lish

lang

uag

e sk

ills

used

m

ost

oft

en

Listening, Reading, Speaking and Writing 9.2 368 (91) 312 (107) 680 (191)

Reading and Writing 7.2 340 (94) 291 (106) 631 (192)

Listening and Speaking 15.1 331 (94) 265 (105) 596 (191)

Reading 32.6 306 (92) 263 (101) 569 (185)

Listening 18.7 304 (99) 244 (106) 548 (199)

Speaking 13.4 304 (98) 240 (104) 544 (194)

Writing 3.8 292 (100) 239 (107) 531 (200)

Diffi

cult

y w

ith

Eng

lish

com

mun

icat

ion

Sometimes 34.1 334 (93) 279 (103) 613 (188)

Frequently 18.2 320 (89) 264 (99) 584 (180)

Seldom 22.4 319 (99) 265 (108) 584 (200)

Almost never 16.2 290 (104) 239 (111) 529 (208)

Almost always 9.1 290 (95) 233 (102) 523 (189)





% of Test takers



Tim

e in

Eng

lish-

spea

king

co

untr

y Yes, > 2 years 3.4 415 (82) 353 (103) 768 (177)

Yes, 1 – 2 years 2.4 392 (87) 327 (104) 720 (184)

Yes, 6 – 12 months 5.0 388 (82) 322 (99) 710 (174)

Yes, < 6 months 24.3 332 (89) 274 (101) 606 (182)

No 64.9 298 (94) 246 (103) 545 (190)

Pur

po

se f

or

tim

e in

E

nglis

h-sp

eaki

ng

coun

try

To study 18.4 380 (93) 321 (109) 701 (195)

Other 8.7 380 (95) 315 (111) 695 (199)

To participate in language program 29.0 356 (84) 290 (97) 646 (173)

To work 13.7 340 (94) 287 (106) 627 (193)

To travel 30.1 330 (91) 273 (102) 603 (185)

Tim

es t

aken

T

OE

IC

Three times or more 40.4 340 (89) 282 (99) 622 (180)

Twice 12.2 316 (94) 259 (103) 575 (190)

Once 18.2 307 (97) 252 (106) 559 (196)

Never 29.2 294 (102) 244 (112) 538 (207)

Pur

po

se f

or

taki

ng

TO

EIC

tes

t

For job application 24.2 341 (93) 280 (104) 621 (188)

For graduation 23.4 312 (101) 259 (110) 570 (203)

For learning 30.9 310 (97) 256 (106) 566 (196)

To assess language program 10.4 306 (97) 250 (105) 556 (194)

For promotion 11.2 292 (93) 237 (101) 530 (185)



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%), 22% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 24% were 31 years of age or older. Hong Kong (69%), Greece (64%), Indonesia (61%), and India (55%) had a high percentage of test takers that were under 20 years of age. Italy (83%), Morocco (71%), Belgium (69%), and Macao and Vietnam (65%) 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 (32%) 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.

10:47 Thursday, April 12, 2018 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%), 22% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 24% were 31 years of age or older. Hong Kong (69%), Greece (64%), Indonesia (61%), and India (55%) had a high percentage of test takers that were under 20 years of age. Italy (83%), Morocco (71%), Belgium (69%), and Macao and

Vietnam (65%) 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 (32%) 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

278 217

330 274

346 290

324 270

310 262

303 254

295 247


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 (63%), Japan and Lebanon (62%), Italy (61%), and Ivory Coast (60%).

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

countries include Albania (69%), Thailand (65%), and India and Costa Rica (60%). 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.

10:37 Thursday, April 12, 2018 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 (63%), Japan and Lebanon (62%), Italy (61%), and Ivory Coast (60%).

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

countries include Albania (69%), Thailand (65%), and India and Costa Rica (60%). 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

327 265

307 257


Commented [GR6]: Not sure we need to capitalize since we are not using the full test name.

Figure 3: Mean TOEIC Scores Across Gender


Listening Reading



Education

The 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 (49%) held or were pursuing an undergraduate degree. In contrast, more men (13%) than women (10%) 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 (78%), the Philippines (73%), and Mexico (71%) had the highest proportion of test takers with an undergraduate degree, while Morocco (77%), Algeria and India (72%), and Gabon (70%) had the largest proportion of test takers holding or pursuing graduate degrees. Chile (72%) and Peru (62%) had the highest proportion of test takers with a vocational degree after high school.

10:37 Thursday, April 12, 2018 15Education

The majority of test takers (50%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the TOIEC® Background Questionnaire. A higher percentage of women (52%) than men (49%) held or were pursuing an undergraduate degree. In contrast, more men (13%) than women (10%) 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 (78%), the Philippines (73%), and Mexico (71%) had the highest proportion of test takers with an undergraduate degree, while Morocco (77%), Algeria and India (72%), and Gabon (70%) had the largest proportion of test takers holding or pursuing graduate degrees. Chile (72%) and Peru (62%) had the highest proportion of test takers with a vocational degree after high school.

TOEIC®Listening and Reading Comprehension Scores Across Education

Figure 4 : Mean TOEIC Scores Across Education

Listening Reading

Graduate school

Undergraduate college

Junior high school

Elementary school

High school

Community college

Language institution

Vocational school after high school

Vocational school


0 100 200 300 400 500 600 700

283 228

293 220

279 216

248 178

264 194

271 213

337 282

356 315

271 190

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 (26%). The highest percentages of test takers with an Engineering major were in Morocco (49%), Cameroon (47%), and Tunisia (45%). Business related and liberal arts were the second most popular majors with 19%, respectively. Countries with a high percentage of test takers with business-related majors include Ivory Coast (59%), Germany (52%), Albania (50%), and Czech Republic

(47%). Countries with a high percentage of test takers with liberal arts include Costa Rica (38%), Macao (28%), Malaysia (24%), Japan (22), and Hong Kong (20%).

Across all test takers, more females (31%) majored in liberal arts than males (10%) and more males (38%) majored in engineering than females (11%).

10:38 Thursday, April 12, 2018 16Academic Major

The largest percentage of TOEIC® Listening and Reading test takers majored in Engineering (26%). The highest percentages of test takers with an Engineering major were in Morocco (49%), Cameroon (47%), and Tunisia (45%). Business related and liberal arts were the second most popular majors with 19%, respectively. Countries with a high percentage of test takers with business-related majors include Ivory Coast (59%), Germany (52%), Albania (50%), and Czech Republic

(47%). Countries with a high percentage of test takers with liberal arts include Costa Rica (38%), Macao (28%), Malaysia (24%), Japan (22), and Hong Kong (20%).

Across all test takers, more females (31%) majored in liberal arts than males (10%) and more males (38%) majored in engineering than females (11%).

TOEIC®Listening and Reading Comprehension Scores Across Major

Figure 5 : Mean TOEIC Scores Across Major

Listening Reading

Social studies

Business related

Liberal arts

Sciences

Engineering

Health related

Other


0 100 200 300 400 500 600 700

333 269

328 277

326 277

314 267

304 250

305 253

295 231

TOEIC® Listening and Reading Comprehension Scores Across Major

Figure 5: Mean TOEIC Scores Across Major

TOEIC® Listening and Reading Comprehension Scores Across Major

Listening Reading



Employment Status

Overall the majority of TOEIC® Listening and Reading test takers were full-time students (52%). Countries such as the Philippines (84%), Canada (83%), Hong Kong (82%), and Macao (80%) had the highest proportion of full time students. 38% of test takers indicated they were full time employees.

Results show that testing populations in Peru (69%), Russia and Poland (63%), and Brazil (59%) were mostly full-time employees.

More males (46%) than females (25%) are full-time employees. More females (61%) than males (45%) are full-time students.

10:38 Thursday, April 12, 2018 17Employment Status

Overall the majority of TOEIC® Listening and Reading test takers were full-time students (52%). Countries such as the Philippines (84%), Canada (83%), Hong Kong (82%), and Macao (80%) had the highest proportion of full time students. 38% of test takers indicated they were full time employees.

Results show that testing populations in Peru (69%), Russia and Poland (63%), and Brazil (59%) were mostly full time employees.

More males (46%) than females (25%) are full-time employees. More females (61%) than males (45%) 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

305 253

332 277

362 302

311 253

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.

10:38 Thursday, April 12, 2018 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.

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


Worldwide Report 2017 1710:39 Thursday, April 12, 2018 19

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-Glass

Manufacturing-Other

Manufacturing-Petroleum

Manufacturing-Chemicals

Manufacturing-Metals

Manufacturing-Machinery

Manufacturing-Vehicles

Manufacturing-Electronic

Manufacturing-Fabric


0 100 200 300 400 500 600 700

316 265

332 288

294 248

270 219

303 258

284 237

286 233

272 219

281 225

304 263

329 266

308 256

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


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

10:39 Thursday, April 12, 2018 20TOEIC®Listening and Reading Comprehension Scores Across Type of Industry

Figure 7c : Mean TOEIC Scores Across Type of Industry

Listening Reading

Mass Media

Other

Public Utility Production

Trading

Finance

Real Estate

Insurance

Retail/Wholesale

Agriculture

Telecommunication

Transportation

Construction


0 100 200 300 400 500 600 700

297 260

292 242

338 299

358 305

305 252

310 249

334 281

321 279

314 270

320 269

309 247

348 298

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%).

Tunisia (43%), Jordan and Gabon (42%), and Japan (41%) had the largest percentage of test takers working in scientific/technical positions. For management positions, El Salvador (67%) and Lebanon (37%) had the largest percentage of test takers. For teaching/

training positions, Costa Rica (55%) and the Philippines (34%) had the largest percentage of test takers.

Overall, more females (10%) worked in teaching/training positions than males (3%), and more males (39%) worked in scientific/technical positions than females (15%).

10:39 Thursday, April 12, 2018 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%).

Tunisia (43%), Jordan and Gabon (42%), and Japan (41%) had the largest percentage of test takers working in scientific/technical positions. For management positions, El Salvador (67%) and Lebanon (37%) had the largest percentage of test takers. For teaching/training positions, Costa Rica (55%) and the

Philippines (34%) had the largest percentage of test takers.

Overall, more females (10%) worked in teaching/training positions than males (3%), and 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

336 298

290 240

359 312

329 286

300 247

311 257

330 274

332 272

290 238

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, 2017 test takers exhibited very similar patterns in the length of time spent studying English. 79% of 2017 test takers indicated that they studied English for six or more years.

Brazil (42%), and Colombia and Mongolia (39%) 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%), Malaysia (72%), Macao (70%), the Philippines (69%), and India (68%).

10:40 Thursday, April 12, 2018 22Years Spent Studying English

Similar to the results from previous years, 2017 test takers exhibited very similar patterns in the length of time spent studying English. 79% of 2017 test takers indicated that they studied English for six or more years.

Brazil (42%), and Colombia and Mongolia (39%) 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%), Malaysia (72%), Macao (70%), the Philippines (69%), and India (68%).

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

261 201

272 213

298 243

356 304

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

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

Test takers from Canada (73%), India (60%), Albania (53%), and Germany (50%) indicated an emphasis on all four English language skills.

10:40 Thursday, April 12, 2018 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% 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 (73%), India (60%), Albania (53%), and Germany (50%) indicated an emphasis on all four English 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

287 228

287 245

323 261

280 231

323 259

311 268

356 304

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

Figure 10: Mean TOEIC Scores Across Language Skills Most Emphasized

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% 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

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?,” 44% 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 Macao and Japan (46%), Reunion and China (44%), and Korea (43%).

10:40 Thursday, April 12, 2018 24Daily English Use Requirement

In response to the question “How much time must you use English in your daily life?”, 44% 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 Macao and Japan (46%), Reunion and China (44%), and Korea (43%).

Test takers from Peru and El Salvador (35%), Hong Kong (31%), and Italy, Russia, Indonesia, Argentina, Macao, and Morocco (30%) responded that they spent 11-20% of their daily life using English. Test takers in Canada (57%), India (46%), and El Salvador (43%) 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

274 222

310 255

339 282

357 300

387 330

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

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

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

Listening Reading


Test takers from Peru and El Salvador (35%), Hong Kong (31%), and Italy, Russia, Indonesia, Argentina, Macao, and Morocco (30%) responded that they spent 11–20% of their daily life using English. Test takers in Canada (57%), India (46%), and El Salvador (43%) indicated that they spend 51–100% of their daily life using English.


Most Frequently Used Language Skill

(38%), and Guadeloupe and Madagascar (35%). 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.

10:41 Thursday, April 12, 2018 25

Most Frequently Used Language Skill

33% of all test takers indicated that Reading was the English language skill that they used most often. Peru (41%), Chile and Taiwan (40%), Japan (38%), and Brazil (37%) 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 and Reunion (38%),

and Guadeloupe and Madagascar (35%). 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

304 244

306 263

304 240

292 239

331 265

340 291

368 312

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

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

33% of all test takers indicated that Reading was the English language skill that they used most often. Peru (41%), Chile and Taiwan (40%), Japan (38%), and Brazil (37%) 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 and Reunion

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,” 22% responded that difficulty with English “seldom” affected their ability

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

10:41 Thursday, April 12, 2018 26Difficulty with English Affecting Communication

When asked “How often has difficulty with English affected your ability to communicate?”, 34% of all test takers responded “sometimes”, 22% responded that difficulty with English “eldom” affected their ability to communicate, and 18% responded that difficulty with English “frequently” affected their ability to communicate.

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

Figure 13 : Mean TOEIC Scores Across Difficulty with English Communication

Listening Reading

Sometimes

Frequently

Seldom

Almost never

Almost always


0 100 200 300 400 500 600 700

290 239

319 265

334 279

320 264

290 233

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

Figure 13: Mean TOEIC Scores Across Difficulty with English Communication

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

Listening Reading



Time Spent in a Native English-Speaking Country

10:41 Thursday, April 12, 2018 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

298 246

332 274

388 322

392 327

415 353

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

Figure 14: Mean TOEIC Scores Across Time Spent in 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

Listening Reading



Purpose for Time in a Native English-Speaking Country

More females (37%) than males (21%) indicated that the purpose was to participate in a language program. More males (21%) than females (6%) indicated that the purpose was to work.

10:42 Thursday, April 12, 2018 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 (21%) indicated that the purpose was to participate in a language program. More males (21%) than females (6%) 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 participate in language program

To work

To travel


0 100 200 300 400 500 600 700 800

380 321

356 290

330 273

340 287

380 315

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

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.

TOEIC® Listening and Reading Comprehension Scores Across 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 10% and 17% in Canada and Belgium, respectively, to a high of 79% and 77% in Korea and Japan, respectively.

10:43 Thursday, April 12, 2018 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 10% and 17% in Canada and Belgium, respectively, to a high of 79% and 77% in Korea and Japan, 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

294 244

307 252

316 259

340 282

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

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

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.

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 (23%).

A large proportion of test takers in Jordan and Thailand (55%), Korea and Costa Rica (45%), and Mongolia (40%) took the test for job application purposes.

10:43 Thursday, April 12, 2018 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 (23%).

A large proportion of test takers in Jordan and Thailand (55%), Korea and Costa Rica (45%), and Mongolia (40%) took the test for job application purposes.

For learning purposes, Japan (43%), and Argentina and Hong Kong (37%) had the highest proportion of test takers.

For graduation, Gabon, Morocco, and Senegal (80%), El Salvador (78%), and Albania (76%) 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

341 280

292 237

306 250

310 256

312 259

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

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

For learning purposes, Japan (43%), and Argentina and Hong Kong (37%) had the highest proportion of test takers.

For graduation, Gabon, Morocco, and Senegal (80%), El Salvador (78%), and Albania (76%) had a highest percentage of test takers.

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

Listening Reading



APPENDIX A

Copyright ©2017. 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)

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 program

C. 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 Question

N Response Rate

Total Number of People Using the Background Questionnaire 4,993,087 .

Education 4,007,764 80%

Major 3,649,994 73%

Current Status 4,080,861 82%

Type of Industry 1,620,359 95%

Type of Job 1,382,281 81%

Years Spent Studying English 3,636,031 73%

Language Skills Most Emphasized 3,622,118 73%

Time Spent Daily Using English 3,626,441 73%

English Language Skills Used Most Often 3,593,120 72%

Difficulty with English Communication 3,606,856 72%

Time in English-Speaking Country 3,588,974 72%

Purpose for Time in English-Speaking Country 1,246,826 99%

Number of Times the TOEIC Test Was Taken 3,617,950 72%

Purpose for Taking the TOEIC Test 3,742,891 75%

*Note: N = 1,704,138 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 = 1,259,046 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 Region

Region Correlations

Africa 0.86

Asia 0.85

Europe 0.87

North America 0.91

South America 0.89

L I S T E N I N G

R E A D I N G

Copyright © 2018 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.

Documents

origin-€¦ · Worldwide Report 2017 1 Table of Contents Page The TOEIC ® Background Questionnaire