TOEIC L&R 2018 Report on Test Takers Worldwide - ETS Home · 2020. 9. 29. · Relationship Between TOEIC® Listening and Reading Scores The correlation between the two sections of

2019 Report on

Test Takers Worldwide

1 2 0 1 9 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

ContentsThe TOEIC® Background Questionnaire ........................................................................................................................................2

Description of TOEIC® Listening and Reading Test Takers in 2019 ......................................................................................3

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

Relationship Between 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

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The TOEIC® Background Questionnaire is a self-survey that gathers information about TOEIC test takers’ educational background, work experience, English language study and use, and 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 test.

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 2019.

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 2019

Background information was collected from all of the test takers who took the TOEIC® Listening and Reading test in 2019, through either 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 (40%) were between 21 and 25 years of age.

• 53% of test takers were male.

• 50% of test takers had an undergraduate degree or were pursuing one.

• 26% of test takers majored in engineering while 19% and 18% majored in liberal arts and business, respectively.

• 52% of test takers were full-time students, while 37% were employed full-time.

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

• 30% 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.

• 43% of test takers indicated that they used English 1 to 10% in their daily life.

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

• 35% of test takers indicated that they “sometimes” had difficulty with English communication.

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

• When spending time in English-speaking countries, travel (30%) and participation in language programs (30%) were indicated by test takers as the most frequent purposes.

• 40% of test takers indicated that they had previously taken the TOEIC test three or more times.

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


Mean TOEIC® Scores Across Native Countries

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

Worldwide Report 2019 5 Mean TOEIC® Scores Across Native Countries

Figure 1, below, shows the mean and standard deviation of TOEIC® Listening and Reading 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 the test taker took the TOEIC Listening and Reading 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.

2019 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

318(99)

256(106)

340(117)

290(119)

341(108)

305(111)

363(101)

315(102)

381(91)

342(100)


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)


CountryListening Reading Total

Mean (SD)* Mean (SD)* Mean (SD)*CANADA 463 (50) 414 (68) 877 (111)

GERMANY 431 (72) 381 (96) 812 (163)

LEBANON 417 (82) 365 (98) 782 (174)

BELGIUM 400 (88) 372 (94) 772 (175)

ITALY 394 (85) 369 (91) 763 (170)

PORTUGAL 394 (90) 342 (106) 736 (190)

FRANCE 385 (90) 348 (99) 733 (183)

TUNISIA 391 (87) 342 (92) 733 (172)

ARGENTINA 381 (112) 346 (115) 727 (221)

RUSSIA 387 (95) 338 (110) 726 (200)

MOROCCO 390 (88) 336 (97) 725 (178)

SPAIN 373 (93) 349 (97) 722 (183)

PHILIPPINES 389 (74) 324 (88) 713 (154)

COSTA RICA 388 (84) 325 (99) 713 (178)

MADAGASCAR 367 (97) 324 (102) 691 (193)

CHILE 357 (116) 322 (120) 679 (229)

KOREA (ROK) 375 (84) 303 (103) 678 (178)

ALGERIA 361 (97) 311 (102) 673 (193)

PERU 356 (94) 312 (96) 667 (181)

JORDAN 363 (105) 303 (112) 666 (210)

INDIA 347 (109) 315 (102) 662 (200)

COLOMBIA 339 (111) 307 (112) 646 (217)

BRAZIL 338 (105) 299 (110) 637 (209)

TURKEY 349 (91) 274 (108) 623 (190)

GREECE 345 (74) 278 (76) 623 (141)

REUNION 333 (107) 287 (113) 620 (214)

ECUADOR 321 (113) 299 (104) 620 (209)

CAMEROON 325 (112) 291 (98) 616 (198)

COTE D`IVOIRE (IVORY COAST) 325 (102) 288 (99) 614 (194)

MALAYSIA 342 (97) 269 (110) 611 (200)

GABON 325 (92) 277 (94) 602 (178)

GUADELOUPE 326 (108) 275 (111) 601 (213)

SENEGAL 316 (116) 272 (107) 588 (216)

CONGO REPUBLIC 316 (98) 265 (99) 581 (190)

MYANMAR (BURMA) 313 (97) 266 (100) 580 (190)

EL SALVADOR 309 (100) 268 (103) 577 (196)

MEXICO 308 (123) 264 (123) 572 (240)

CHINA, PEOPLE`S REPUBLIC 294 (98) 277 (100) 571 (189)

POLAND 313 (121) 255 (130) 568 (245)

TAIWAN 307 (101) 255 (107) 562 (200)

MARTINIQUE 302 (111) 251 (109) 554 (215)

HONG KONG 307 (105) 234 (114) 541 (211)

JAPAN 291 (92) 232 (97) 523 (181)

MACAO 298 (94) 218 (102) 516 (190)

ALBANIA 268 (98) 228 (92) 496 (184)

VIETNAM 261 (89) 230 (93) 490 (174)

THAILAND 282 (105) 203 (98) 485 (197)

INDONESIA 263 (102) 208 (98) 471 (192)

MONGOLIA 274 (98) 194 (98) 468 (189)

Table 1: Mean Performance by Native Country

*SD = Standard Deviation


Relationship Between TOEIC® Listening and Reading ScoresThe 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 previous research and with the findings presented in the 2018 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 takersListening Reading Total

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

Age

26 – 30 14.8 354 (93) 293 (104) 646 (189)

21 – 25 39.7 336 (98) 274 (106) 609 (195)

31 – 35 7.3 332 (98) 274 (107) 606 (197)

36 – 40 5.6 314 (98) 262 (105) 577 (195)

41 – 45 3.9 310 (97) 257 (106) 567 (196)

Over 45 5.8 304 (99) 252 (107) 555 (199)

Under 20 22.9 284 (97) 220 (100) 504 (189)

Gen

der Female 46.7 333 (98) 266 (107) 600 (197)

Male 53.3 312 (100) 257 (108) 570 (200)

Educ

atio

n

Graduate school 11.5 363 (87) 319 (97) 682 (177)

Undergraduate college 50.1 343 (92) 282 (102) 625 (186)

Elementary school 0.2 295 (113) 234 (111) 529 (215)

Junior high school 0.6 300 (106) 225 (107) 525 (205)

High school 7.1 290 (106) 226 (112) 516 (209)

Community college 22.6 273 (90) 212 (91) 485 (173)

Vocational school after high school 3.8 273 (100) 200 (98) 472 (190)

Language institution 1.4 273 (99) 191 (97) 464 (187)

Vocational school 2.8 255 (87) 186 (86) 441 (165)



Table 2: Mean Performance by Demographic Categories (Continued)



Maj

or

Business related 17.9 334 (99) 281 (107) 614 (199)

Social studies 10.7 333 (97) 277 (106) 610 (194)

Liberal arts 19.1 338 (96) 270 (106) 608 (194)

Health related 5.2 329 (96) 271 (105) 600 (194)

Sciences 11.4 321 (95) 270 (104) 591 (191)

Engineering 26.3 307 (96) 250 (103) 557 (191)

Other 9.3 302 (103) 237 (108) 539 (203)

Curr

ent S

tatu

s Not employed 6.2 368 (86) 301 (99) 668 (176)

Part-time employee 4.1 343 (103) 285 (113) 627 (209)

Full-time employee 37.3 312 (98) 255 (107) 567 (198)

Full-time student 52.4 313 (99) 252 (106) 566 (197)

Type

of I

ndus

try

Service-Foreign Affairs 0.1 391 (91) 347 (104) 738 (188)

Service-Education (High school or below) 2.1 374 (90) 324 (100) 698 (183)

Mass Media 1.0 366 (90) 310 (103) 675 (186)

Public Utility Production 1.3 357 (89) 309 (98) 666 (180)

Service-Education (College or above) 2.6 358 (97) 307 (109) 665 (198)

Other 4.3 354 (97) 300 (107) 654 (196)

Trading 3.0 340 (92) 283 (102) 623 (186)

Finance 5.5 335 (96) 287 (105) 622 (193)

Manufacturing-Pharmaceuticals 2.0 333 (90) 285 (99) 618 (182)

Manufacturing-Clothing 0.4 343 (93) 272 (105) 615 (191)

Service-Legislative 3.8 331 (96) 280 (106) 611 (196)

Agriculture 0.4 330 (99) 278 (106) 608 (197)

Service-Health 2.4 333 (93) 274 (104) 607 (189)

Insurance 1.7 327 (92) 278 (101) 605 (185)

Real Estate 0.6 331 (95) 274 (103) 604 (190)

Service-Armed forces 2.2 327 (103) 275 (114) 602 (210)





Type

of I

ndus

try

(con

t.)

Service-Traveling 2.3 337 (100) 264 (107) 601 (198)

Manufacturing-Food 1.4 325 (96) 270 (105) 594 (194)

Telecommunication 1.7 326 (91) 268 (103) 594 (186)

Service-Other 14.0 323 (94) 264 (104) 586 (190)

Retail/Wholesale 1.7 322 (100) 259 (108) 581 (202)

Transportation 3.7 317 (96) 252 (102) 569 (190)

Manufacturing-Petroleum 0.9 302 (102) 255 (110) 557 (206)

Manufacturing-Other 3.0 306 (105) 249 (113) 555 (211)

Manufacturing-Chemicals 3.8 302 (93) 251 (100) 553 (186)

Construction 2.3 302 (104) 246 (110) 548 (208)

Manufacturing-Glass 0.4 296 (94) 247 (100) 543 (188)

Manufacturing-Metals 2.2 289 (95) 240 (103) 530 (191)

Manufacturing-Machinery 6.6 289 (96) 232 (102) 522 (192)

Manufacturing-Vehicles 7.8 287 (91) 227 (99) 514 (183)

Manufacturing-Fabric 1.0 277 (95) 224 (103) 501 (191)

Manufacturing-Electronic 13.8 276 (94) 220 (101) 496 (188)

Type

of J

ob

Teaching/Training 4.9 367 (98) 316 (109) 683 (200)

Management 5.3 346 (99) 303 (106) 648 (197)

Professional Specialist 9.4 338 (92) 292 (102) 630 (187)

Services 6.0 343 (97) 279 (106) 622 (194)

Clerical/Administrative 14.4 337 (99) 277 (108) 614 (199)

Marketing/Sales 14.6 320 (95) 261 (104) 581 (192)

Technician 6.5 301 (103) 244 (107) 545 (202)

Scientific/Technical Professionals 30.2 298 (90) 244 (100) 542 (183)

Other 8.5 296 (111) 240 (118) 537 (222)

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

Year

s Sp

ent

Stud

ying

Eng

lish > 10 years 44.0 362 (88) 305 (101) 667 (181)

6 – 10 years 35.4 302 (92) 244 (98) 546 (182)

4 – 6 years 11.6 278 (95) 216 (98) 494 (185)

< = 4 years 9.0 267 (97) 202 (98) 470 (187)



2 0 1 9 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



Lang

uage

Ski

lls M

ost

Emph

asiz

ed

Listening, Reading, Speaking, and Writing 20.8 361 (96) 305 (108) 666 (197)

Speaking 15.9 328 (97) 262 (105) 590 (194)

Listening and Speaking 23.0 329 (96) 260 (104) 589 (192)

Reading and Writing 6.7 317 (97) 269 (108) 586 (198)

Reading 18.3 293 (88) 248 (95) 541 (175)

Listening 12.5 295 (97) 232 (102) 527 (191)

Writing 2.9 283 (104) 230 (111) 513 (208)

Tim

e Sp

ent D

aily

Usi

ng

Engl

ish

51–100% 4.5 393 (87) 333 (106) 726 (186)

21–50% 12.6 364 (90) 302 (105) 666 (188)

11–20% 19.7 344 (93) 283 (105) 627 (191)

1–10% 42.9 314 (95) 255 (103) 569 (190)

None 20.3 280 (93) 224 (98) 504 (183)

Engl

ish

Lang

uage

Ski

lls

Use

d M

ost O

ften

Listening, Reading, Speaking, and Writing 9.4 372 (92) 312 (108) 684 (192)

Reading and Writing 7.3 346 (94) 293 (106) 638 (193)

Listening and Speaking 16.7 335 (95) 264 (104) 599 (191)

Reading 31.5 311 (93) 264 (102) 575 (187)

Listening 19.0 311 (101) 248 (108) 558 (201)

Speaking 12.8 307 (99) 240 (104) 547 (196)

Writing 3.3 298 (103) 243 (108) 541 (204)

Diffi

cult

y W

ith

Engl

ish

Com

mun

icat

ion

Sometimes 34.7 339 (93) 280 (103) 619 (188)

Seldom 22.8 325 (100) 269 (109) 594 (201)

Frequently 17.6 325 (90) 262 (100) 587 (181)

Almost never 16.5 298 (106) 244 (113) 542 (212)

Almost always 8.5 292 (97) 229 (102) 521 (191)

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


1 1 2 0 1 9 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



Tim

e in

Eng

lish-

Spea

king

Co

untr

y

Yes, > 2 years 3.4 418 (80) 354 (102) 772 (174)

Yes, 1–2 years 2.4 398 (85) 331 (103) 729 (180)

Yes, 6–12 months 4.8 393 (81) 323 (99) 716 (172)

Yes, < 6 months 24.5 337 (89) 274 (101) 611 (182)

No 64.9 305 (96) 249 (104) 553 (193)

Purp

ose

For T

ime

in

Engl

ish-

Spea

king

Cou

ntry To study 18.9 383 (92) 321 (109) 704 (193)

Other 7.3 377 (97) 308 (111) 684 (200)

To work 14.6 357 (94) 300 (107) 657 (193)

To participate in language program 29.5 359 (84) 288 (98) 646 (173)

To travel 29.8 334 (92) 272 (103) 605 (187)

Num

ber o

f Tim

es

TOEI

C Te

st W

as T

aken Three times or more 39.8 343 (89) 280 (99) 623 (180)

Twice 12.3 323 (96) 263 (104) 586 (192)

Once 18.6 313 (99) 255 (108) 568 (199)

Never 29.4 302 (105) 248 (113) 550 (210)

Purp

ose

For T

akin

g

TOEI

C Te

st

For job application 24.1 348 (93) 280 (104) 628 (189)

For graduation 23.5 317 (103) 261 (111) 578 (207)

For learning 30.8 316 (98) 258 (106) 574 (196)

To assess language program 10.2 310 (99) 253 (106) 563 (197)

For promotion 11.4 297 (95) 237 (102) 534 (188)





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 (40%), 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 (74%), the Philippines (60%), and Hong Kong (59%) had the highest percentages of test takers who were under 20 years of age. Macao (77%), Morocco (72%), Italy (72%), Vietnam (69%),

and Belgium (68%) had the highest percentages of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (33%), Myanmar (32%), Senegal (32%), and Algeria (31%) had the highest proportions of test takers.

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

11:11 Thursday, March 12, 2020 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 (40%), 23% of test takers were under 20 years of age, 15% were between 26 and 30years of age, and the remaining 23% were 31 years of age or older. Canada (74%), the Philippines (60%), and Hong Kong (59%) had the highest percentages of test takers who were under 20 years of age. Macao (77%), Morocco (72%), Italy (72%), Vietnam (69%), and Belgium (68%)

had the highest percentages of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (33%), Myanmar (32%), Senegal (32%), andAlgeria (31%) had the highest proportions 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 Score0 100 200 300 400 500 600 700

284 220

336 274

354 293

332 274

314 262

310 257

304 252


Figure 2: Mean TOEIC Scores Across Age Levels


Listening Reading

Mean Total TOEIC Score


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 Jordan (67%), Chile (62%), Turkey (61%), and Japan (61%).

In some countries, however, there were higher proportions of female than male test takers. These

countries include Ecuador (74%), Thailand (66%), Albania (64%), Costa Rica (64%), and Russia (62%).

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

11:12 Thursday, March 12, 2020 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 Jordan (67%), Chile (62%), Turkey (61%), and Japan (61%).

In some countries, however, there were higher proportions of female than male test takers. These

countries include Ecuador (74%), Thailand (66%), Albania (64%), Costa Rica (64%), and Russia (62%).

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

Mean Total TOEIC Score0 100 200 300 400 500 600

333 266

312 257


Figure 3: Mean TOEIC Scores Across Gender


Listening Reading



EducationHalf 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, a higher percentage of 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%), the Philippines (77%), Korea (77%), Mexico (70%), and Macao (70%) had the highest proportions of test takers holding or pursuing an undergraduate degree, while Gabon (74%), Morocco (73%), Ivory Coast (69%), and Algeria (66%) had the largest proportions of test takers holding or pursuing a graduate degree. Peru (70%) and Chile (69%) had the highest proportions of test takers with a vocational degree after high school.

11:13 Thursday, March 12, 2020 15Education

Half of test takers (50%) held an undergraduate degree orwere pursuing an undergraduate degree at the time that they answered the TOEIC® Background Questionnaire. Ahigher percentage of women (52%) than men (49%) held or were pursuing an undergraduate degree. In contrast, a higher percentage of 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%), the

Philippines (77%), Korea (77%), Mexico (70%), andMacao (70%) had the highest proportions of test takers holding or pursuing an undergraduate degree, while Gabon (74%), Morocco (73%), Ivory Coast (69%), and Algeria (66%) had the largest proportions of test takers holding or pursuing a graduate degree. Peru (70%) and Chile (69%) had the highest proportions 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

Elementary school

Junior high school

High school

Community college

Vocational school after high school

Language institution

Vocational school


295 234

300 225

290 226

255 186

273 200

273 212

343 282

363 319

273 191

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 (26%). The highest percentages of test takers with engineering majors were in Lebanon (47%), Tunisia (46%), Gabon (46%), Cameroon (46%), and Myanmar (46%). Liberal arts (19%) and business-related (18%) were the second and third most popular majors. Countries with high percentages of test takers with business-related majors include

Ivory Coast (52%), Ecuador (51%), and Martinique (48%). Countries with high percentages of test takers with liberal arts majors include Costa Rica (49%), India (43%), and Macao (31%).

Across all test takers, in terms of percentage, more females (30%) majored in liberal arts than males (10%), and more males (39%) majored in engineering than females (11%).

12:06 Thursday, March 19, 2020 16Academic Major The largest percentage of TOEIC® Listening and Reading test takers majored in engineering (26%). The highest percentages of test takers with engineering majors were in Lebanon (47%), Tunisia (46%), Gabon (46%), Cameroon (46%), and Myanmar (46%). Liberal arts (19%) and business-related (18%) were the second and third most popular majors. Countries with high percentages of test takers with business-related majors include Ivory Coast (52%), Ecuador (51%), and Martinique (48%). Countries

with high percentages of test takers with liberal arts majors include Costa Rica (49%), India (43%), and Macao (31%). Across all test takers, in terms of percentage, more females (30%) majored in liberal 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


338 270

333 277

334 281

321 270

329 271

307 250

302 237

TOEIC® Listening and Reading Comprehension Scores Across Academic Major

Figure 5: Mean TOEIC Scores Across Academic Major

Figure 5: Mean TOEIC Scores Across Academic Major

TOEIC® Listening and Reading Comprehension Scores Across Academic 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 (86%), Macao (82%), and India (77%) had the highest proportions of full-time students.

Thirty-seven percent of test takers indicated they were full-time employees. Results show that testing

populations in Brazil (65%) and Myanmar (63%) had the highest percentages of full-time employees.

In terms of percentage, more males (46%) than females (26%) are full-time employees. More females (60%) than males (46%) are full-time students.

11:17 Thursday, March 12, 2020 17Employment Status

Overall the majority of TOEIC® Listening and Reading test takers were full-time students (52%). Countries such as the Philippines (86%), Macao (82%), and India (77%) had the highest proportions of full-time students.

Thirty-seven percent of test takers indicated they were full-time employees. Results show that testing

populations in Brazil (65%) and Myanmar (63%) had thehighest percentages of full-time employees.

In terms of percentage, more males (46%) than females (26%) are full-time employees. More females (60%) 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 employee

Full-time student


312 255

343 285

368 301

313 252

TOEIC® Listening and Reading Comprehension Scores Across Employment Status

Figure 6: Mean TOEIC Scores Across Employment Status Figure 6: Mean TOEIC Scores Across Employment Status

TOEIC® Listening and Reading Comprehension Scores Across Employment 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.

TOEIC® Listening and Reading Comprehension Scores Across Major

11:18 Thursday, March 12, 2020 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-Armed forces

Service-Traveling

Service-Other

Mean Total TOEIC Score0 100 200 300 400 500 600 700 800

374 324

358 307

331 280

391 347

327 275

333 274

337 264

323 264

TOEIC® Listening and Reading Comprehension Scores Across Type of Industry

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



Listening Reading


11:20 Thursday, March 12, 2020 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-Petroleum

Manufacturing-Other

Manufacturing-Chemicals

Manufacturing-Glass

Manufacturing-Metals

Manufacturing-Machinery

Manufacturing-Vehicles

Manufacturing-Fabric

Manufacturing-Electronic


325 270

333 285

302 251

277 224

302 255

289 240

289 232

276 220

287 227

296 247

343 272

306 249

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


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

11:20 Thursday, March 12, 2020 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

Agriculture

Insurance

Real Estate

Telecommunication

Retail/Wholesale

Transportation

Construction


330 278

302 246

357 309

366 310

326 268

322 259

340 283

335 287

327 278

331 274

317 252

354 300

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 (30%).

Turkey (41%), Senegal (40%), Myanmar (40%), and Japan (40%) had the largest percentages of test takers working in scientific/technical positions. For management positions, Ecuador (51%) had the largest percentage of test takers. For teaching/

training positions, Costa Rica (60%) had the largest percentage of test takers.

Overall, in terms of percentage, more females (9%) worked in teaching/training positions than males (3%), and more females (24%) worked in clerical/administration positions than males (10%). More males (38%) worked in scientific/technical positions than females (15%).

11:21 Thursday, March 12, 2020 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 (30%).

Turkey (41%), Senegal (40%), Myanmar (40%), and Japan (40%) had the largest percentages of test takers working in scientific/technical positions. For management positions, Ecuador (51%) had the largest percentage of test takers. For teaching/training positions, Costa Rica (60%) had the largest percentage of test takers.

Overall, in terms of percentage, more females (9%) worked in teaching/training positions than males (3%), and more females (24%) worked inclerical/administration positions than males (10%). More males (38%) 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


346 303

298 244

367 316

338 292

301 244

320 261

337 277

343 279

296 240

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

The 2019 test takers exhibited very similar patterns to those in previous years in the length of time spent studying English. Seventy-nine percent of 2019 test takers indicated that they studied English for six or more years.

Costa Rica (42%) and Brazil (41%) had the largest percentages of test takers who studied English for less than or equal to four years.

In contrast, countries that had high proportions of test takers who studied English for more than ten years include Malaysia (71%), Macao (71%), Hong Kong (70%), and India (69%).

11:22 Thursday, March 12, 2020 22Years Spent Studying English

The 2019 test takers exhibited very similar patterns to those in previous years in the length of time spent studying English. Seventy-nine percent of 2019 test takers indicated that they studied English for six or more years.

Costa Rica (42%) and Brazil (41%) had the largest percentages of test takers who studied English for less than or equal to four years.

In contrast, countries that had high proportions of test takers who studied English for more than ten years include Malaysia (71%), Macao (71%), Hong Kong (70%), and India (69%).

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


267 202

278 216

302 244

362 305

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. Twenty-one 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 India (53%), Belgium (50%), and Albania (49%) indicated an emphasis on all four English-language skills.

11:23 Thursday, March 12, 2020 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 languageskills were most emphasized during their studies. Twenty-one 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 India (53%), Belgium (50%), and Albania (49%) 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


295 232

293 248

328 262

283 230

329 260

317 269

361 305

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 large proportions of test takers in this category include Macao (46%) and Japan (46%).

Test takers from Peru (34%), China (32%), Mongolia (31%), and Chile (31%) responded that they spent 11–20% of their daily life using English. Test takers in India (42%), El Salvador (34%), and Thailand (31%) indicated that they spent 51–100% of their daily life using English.

11:24 Thursday, March 12, 2020 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 large proportions of test takers in this category include Macao (46%) and Japan (46%).

Test takers from Peru (34%), China (32%), Mongolia (31%), and Chile (31%) responded that they spent 11-20% of their daily life using English. Test takers in India (42%), El Salvador (34%), and Thailand (31%) indicated that they spent 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


280 224

314 255

344 283

364 302

393 333

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


Most Frequently Used Language Skill

Thirty-two percent of all test takers indicated that reading was the English language skill that they used most often. Brazil (40%), Taiwan (40%), Chile (39%), China (37%), Japan (36%), and Peru (35%) had the highest percentages 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 high percentages of test takers

selecting listening include Albania (43%), Réunion (38%), and Martinique (37%). Nine percent of test takers indicated that they use all four language skills equally.

Overall, in terms of percentage, males were more inclined than females (36% vs. 26%) to choose reading as the English language skill they used most often.

11:24 Thursday, March 12, 2020 25

Most Frequently Used Language Skill

Thirty-two percent of all test takers indicated that reading was the English language skill that they used most often. Brazil (40%), Taiwan (40%), Chile (39%), China (37%), Japan (36%), and Peru (35%) had the highest percentages 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 high percentages of test takers selecting listening include Albania (43%),

Réunion (38%), and Martinique (37%). Nine percent of test takers indicated that they use all four language skills equally.

Overall, in terms of percentage, males were more inclinedthan females (36% vs. 26%) 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


311 248

311 264

307 240

298 243

335 264

346 293

372 312

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?”, 35% 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.

11:25 Thursday, March 12, 2020 26Difficulty With English Affecting Communication

When asked “How often has difficulty with English affected your ability to communicate?”, 35% 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.

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


298 244

325 269

339 280

325 262

292 229

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

Figure 13: Mean TOEIC 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

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. Sixty-five percent indicated that they have never spent time in an English-speaking country.

11:26 Thursday, March 12, 2020 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. Sixty-five percent 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


305 249

337 274

393 323

398 331

418 354

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 time there. Thirty percent of test takers indicated they did so for the purpose of participating in a language program.

In terms of percentage, more females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (21%) than females (8%) indicated that the purpose was to work.

11:27 Thursday, March 12, 2020 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 time there. Thirty percent of test takers indicated they did so for the purpose of participating in a language program.

In terms of percentage, more females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (21%) than females (8%) 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


383 321

359 288

334 272

357 300

377 308

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 percentages of test takers who had previously taken the TOEIC® test varied widely across countries, from a low of 15% in Belgium and in India, to highs of 76% in Korea and 78% in Japan.

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

11:28 Thursday, March 12, 2020 29TOEIC® Test-Taking Experience

The percentages of test takers who had previously taken the TOEIC® test varied widely across countries, from a low of 15% in Belgium and in India, to highs of 76% in Korea and 78% in Japan.

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

TOEIC®Listening and Reading Comprehension Scores Across Number of Times the TOEIC Test Was Taken

Figure 16 : Mean TOEIC Scores Across Number of Times the TOEIC Test Was Taken

Listening Reading

Three times or more

Twice

Once

Never


302 248

313 255

323 263

343 280

Section Scores Across Number of Times the TOEIC® Test Was Taken

Figure 16: Mean TOEIC Scores Across Number of Times the TOEIC Listening and Reading Test Was Taken

Figure 16: Mean TOEIC Scores Across Number of Times the TOEIC Listening and Reading Test Was Taken

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


Listening Reading


Purpose for Taking the TOEIC® Listening and Reading Test

High percentages 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 Costa Rica (66%), Thailand (53%), and Korea (45%) took the test for job application purposes.

For learning purposes, Japan (41%) and Hong Kong (36%) had the highest proportions of test takers.

For graduation, Senegal (83%), Gabon (82%), Cameroon (77%), and Congo (76%) had the highest percentages of test takers.

11:29 Thursday, March 12, 2020 30Purpose for Taking the TOEIC® Listening and Reading Test

High percentages 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 Costa Rica (66%), Thailand (53%), and Korea (45%) took the test for job application purposes.

For learning purposes, Japan (41%) and Hong Kong (36%) had the highest proportions of test takers. For graduation, Senegal (83%), Gabon (82%), Cameroon (77%), and Congo (76%) had the highest percentages of test takers.

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

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

Listening Reading

For job application

For graduation

For learning

To assess language program

For promotion


348 280

297 237

310 253

316 258

317 261

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

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

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

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


Listening Reading


APPENDIX A

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.)

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


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 4,848,894 .

Education 3,700,600 76%

Major 3,361,980 69%

Current Status 3,823,439 79%

Type of Industry 1,480,352 94%

Type of Job 1,266,662 80%

Years Spent Studying English 3,361,490 69%

Language Skills Most Emphasized 3,349,457 69%

Time Spent Daily Using English 3,355,118 69%

English Language Skills Used Most Often 3,323,156 69%

Difficulty With English Communication 3,340,516 69%

Time in English-Speaking Country 3,324,075 69%

Purpose for Time in English-Speaking Country 1,155,019 99%

Number of Times the TOEIC® Test Was Taken 3,353,457 69%

Purpose for Taking the TOEIC Test 3,474,234 72%

*Note: N = 1,582,751 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 = 1,165,998 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

141783-84543 • UNLWEB420

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The TOEIC® Background QuestionnaireDescription of TOEIC® Listening and Reading Test Takers in 2019Mean TOEIC® Scores Across Native CountriesRelationship Between TOEIC® Listening and Reading ScoresTest Takers by Demographic VariablesAge GenderEducationAcademic MajorEmployment StatusType of IndustryType of Job Years Spent Studying English Type of Language Skill Most Emphasized When Studying EnglishDaily English Use RequirementMost Frequently Used Language SkillDifficulty with English Affecting CommunicationTime Spent in a Native English-Speaking CountryPurpose for Time in a Native English-Speaking CountryTOEIC® Test-Taking ExperiencePurpose for Taking the TOEIC® Listening and Reading Test APPENDIX AAPPENDIX BAPPENDIX C

Documents

TOEIC L&R 2018 Report on Test Takers Worldwide - ETS Home · 2020. 9. 29. · Relationship Between TOEIC® Listening and Reading Scores The correlation between the two sections of