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2018 Report on
Test Takers Worldwide
1 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T
Table of Contents
The TOEIC® Background Questionnaire ........................................................................................................................................2
Description of TOEIC® Listening and Reading Test Takers in 2018 ......................................................................................3
Mean TOEIC® Scores Across Native Countries ............................................................................................................................4
Relationship Among TOEIC® Listening and Reading Scores .................................................................................................6
Test Takers by Demographic Variables .........................................................................................................................................6
Age ..................................................................................................................................................................................................12
Gender ............................................................................................................................................................................................13
Education .......................................................................................................................................................................................14
Academic Major ..........................................................................................................................................................................15
Employment Status ...................................................................................................................................................................16
Type of Industry ..........................................................................................................................................................................17
Type of Job ...................................................................................................................................................................................19
Years Spent Studying English ................................................................................................................................................20
Type of Language Skill Most Emphasized When Studying English ..........................................................................21
Daily English Use Requirement .............................................................................................................................................22
Most Frequently Used Language Skill .................................................................................................................................23
Difficulty with English Affecting Communication ..........................................................................................................24
Time Spent in a Native English-Speaking Country .........................................................................................................25
Purpose for Time in a Native English-Speaking Country ..............................................................................................26
TOEIC® Test-Taking Experience ...............................................................................................................................................27
Purpose for Taking the TOEIC® Listening and Reading Test ........................................................................................28
APPENDIX A – TOEIC® Background Questionnaire ..................................................................................................................29
APPENDIX B – Response Rates to Each Background Question ...........................................................................................31
APPENDIX C – Correlations Between Listening and Reading Scores by Region ..........................................................32
2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T 2
The TOEIC® Background Questionnaire is a self-survey that gathers information about TOEIC test takers’ educational background, work experience, English language study and use, as well as the TOEIC test-taking experience. Responses to the questionnaire enable users to learn more about the backgrounds of people who take the test and some of the factors that affect their TOEIC scores and related improvement in English proficiency. Test takers are asked to complete the TOEIC Background Questionnaire before taking the TOEIC tests.
The TOEIC Background Questionnaire is presented in Appendix A.
This report is based on the information gathered from all test takers who completed the TOEIC Background Questionnaire administered in 2018.
The vast majority of test takers included in this report are from Asia so the results may not be representative of other regions. In addition, the response rates varied across different background questions (Appendix B). Consequently, care should be taken in making inferences based on this data.
Please note that all percentages within the text are rounded to the nearest whole number and in some cases may sum to more than 100% percent. Also note that all tables and figures reflect results only for categories containing 500 or more test takers.
The TOEIC® Background Questionnaire
3 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T
Description of TOEIC® Listening and Reading Test Takers in 2018
Background information was collected from all of the test takers who took the TOEIC® Listening and Reading test in 2018, either through the Public Testing Program or the Institutional Testing Program. The following are highlights about TOEIC® test takers based on the collected data. As noted earlier, the number of test takers who responded to each background question varied across questions.
• The largest proportion of test takers (39%) were between 21 and 25 years of age.
• 54% of test takers were male.
• Most test takers (50%) had an undergraduate degree or were pursuing one.
• 27% of the test takers majored in Engineering while 19% and 18% majored in Liberal Arts and Business, respectively.
• 53% of test takers were full-time students, while 37% were employed full-time.
• 14% of test takers worked in the manufacturing-electronic industry and service-other industry, respectively.
• 31% of test takers worked in scientific/technical professional positions, and 14% worked in clerical/administrative and marketing/sales positions, respectively.
• 80% of test takers had spent more than 6 years studying English.
• 23% of test takers indicated “listening and speaking” as their most emphasized skills when studying English.
• 43% of test takers used English 1 to 10% of their daily life.
• 19% and 32% of test takers selected “listening and reading,” respectively as their most often used English language skill.
• 34% of test takers “sometimes” had difficulty with English communication.
• Only 11% of test takers had spent six months or more in a native English-speaking country.
• 30% of test takers indicated travel as purpose for time in English-speaking countries and 29% of test takers indicated participating in language programs as purpose.
• 40% of test takers who took the TOEIC test in 2018 had previously taken it three or more times.
• 31% of test takers had taken the TOEIC test for learning and 24% for job application purpose and graduation, respectively.
2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T 4
Mean TOEIC® Scores Across Native Countries
Figure 1, below, shows the mean and standard deviation of TOEIC® scores by geographic region. Table 1, on the following page, is organized by the native country of test takers and shows the average test scores of all individuals from a given country.
Please keep in mind that the native country of a test taker is not necessarily the country in which he or she took the TOEIC test. Only countries with more than 500 TOEIC test takers are included in this table.
Worldwide Report 2018 5
Mean TOEIC® Scores Across Native Countries
Figure 1, below, shows the mean and standard deviation of TOEIC® scores by geographic region. Table 1, on the following page, is organized by the native country of test takers and shows the average test scores of all individuals from a given country. Please keep in mind
that the native country of a test taker is not necessarily the country in which he or she took the TOEIC test. Only countries with more than 500 TOEIC test takersare included in this table.
*Note- All charts reflect results only for categories containing 500 or more test takers. Mexico is included in the data for North America.
2018 Worldwide TOEIC® Listening and Reading Comprehension Scores
Figure 1: Mean TOEIC Scores by Region
Listening Means(SD) Reading Means(SD)
Europe
Africa
South America
North America
Asia
0 50 100 150 200 250 300 350 400 450
317(98)
255(106)
321(121)
279(120)
336(109)
299(111)
364(97)
315(101)
377(93)
340(101)
2018 Worldwide TOEIC® Listening and Reading Comprehension Sco
Figure 1: Mean TOEIC Scores by Region
*Note: All charts reflect results only for categories containing 500 or more test takers. Mexico is included in the data for North America.
2018 Worldwide TOEIC® Listening and Reading Comprehension Scores
Reading Means (SD)Listening Means (SD)
5 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T
CountryListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*CANADA 460 (51) 411 (71) 871 (114)
CZECH REPUBLIC 420 (80) 392 (90) 812 (164)
GERMANY 428 (74) 370 (100) 798 (168)
LEBANON 417 (78) 369 (93) 786 (165)
BELGIUM 401 (91) 373 (93) 774 (177)
ITALY 393 (77) 374 (81) 767 (151)
PHILIPPINES 390 (76) 337 (90) 727 (158)
FRANCE 380 (92) 344 (99) 724 (184)
MOROCCO 386 (87) 333 (98) 719 (178)
TUNISIA 384 (90) 335 (96) 718 (180)
SPAIN 366 (99) 346 (100) 712 (192)
PORTUGAL 378 (105) 330 (113) 708 (212)
ARGENTINA 369 (113) 338 (117) 707 (225)
MADAGASCAR 368 (94) 328 (98) 696 (184)
RUSSIA 367 (103) 317 (115) 684 (213)
COSTA RICA 365 (102) 319 (106) 683 (202)
PERU 357 (94) 318 (95) 675 (181)
KOREA (ROK) 369 (83) 304 (102) 673 (177)
CHILE 356 (116) 317 (121) 673 (231)
JORDAN 369 (105) 301 (113) 671 (213)
ALGERIA 353 (97) 305 (102) 658 (192)
ECUADOR 344 (118) 313 (113) 657 (223)
MALAYSIA 360 (93) 289 (113) 649 (198)
SENEGAL 344 (95) 294 (94) 639 (181)
CAMEROON 338 (100) 294 (97) 632 (189)
GREECE 349 (77) 281 (78) 630 (146)
BRAZIL 333 (106) 295 (110) 629 (210)
TURKEY 346 (93) 279 (109) 625 (195)
COLOMBIA 326 (112) 295 (111) 621 (217)
REUNION 330 (105) 287 (112) 618 (211)
INDIA 333 (102) 275 (108) 609 (198)
GABON 330 (93) 277 (90) 607 (175)
COTE D`IVOIRE (IVORY COAST) 320 (97) 286 (97) 605 (187)
POLAND 329 (115) 272 (124) 602 (232)
GUADELOUPE 320 (109) 272 (111) 592 (214)
CHINA, PEOPLE`S REPUBLIC 302 (101) 277 (106) 578 (198)
EL SALVADOR 306 (110) 266 (112) 571 (216)
MEXICO 305 (121) 263 (119) 568 (234)
MARTINIQUE 306 (110) 262 (114) 568 (219)
TAIWAN 305 (99) 249 (104) 554 (195)
BENIN 286 (118) 260 (109) 546 (220)
HONG KONG 308 (105) 232 (110) 540 (208)
VIETNAM 282 (88) 251 (94) 533 (174)
JAPAN 290 (91) 229 (97) 520 (180)
MACAO 284 (97) 206 (103) 490 (194)
MONGOLIA 277 (101) 202 (101) 479 (195)
THAILAND 277 (105) 201 (98) 478 (196)
ALBANIA 255 (117) 218 (116) 473 (228)
INDONESIA 266 (103) 198 (96) 464 (190)
Table 1: Mean Performance by Native Country
*SD = Standard Deviation
2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T 6
Relationship Among TOEIC® Listening and Reading ScoresThe correlation between the two sections of the TOEIC® Listening and Reading test was about 0.86. (Appendix C presents the correlations between Listening and Reading across regions). This is consistent with earlier research (e.g., Woodford, 1982) and with the findings presented in the 2017 Report on Test Takers Worldwide. This level of
correlation indicates that the two measures are closely related, given that both measured test takers’ proficiencies in using English in business communication and test takers tended to put forth the same amount of effort to study both skills together.
Test Takers by Demographic VariablesTable 2 presents the number and percentage of test takers falling into different demographic categories, as well as the average TOEIC® listening comprehension, reading comprehension, and total scores for each category. More in-depth information
about test takers in these categories is shown later in this report.
The categories used in this report are those found in the TOEIC Background Questionnaire.
7 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T
Table 2: Mean Performance by Demographic Categories
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Age
26 – 30 15.0 351 (92) 292 (104) 643 (188)
21 – 25 39.0 335 (96) 274 (106) 609 (194)
31 – 35 7.5 329 (97) 272 (106) 601 (196)
36 – 40 5.3 316 (97) 262 (106) 578 (196)
41 – 45 4.1 308 (98) 256 (107) 563 (197)
Over 45 6.0 300 (100) 248 (107) 549 (199)
Under 20 23.1 283 (96) 218 (100) 501 (188)
Gen
der Female 46.1 332 (97) 266 (107) 598 (197)
Male 53.9 311 (99) 257 (108) 568 (200)
Educ
atio
n
Graduate school 11.6 361 (87) 316 (97) 677 (177)
Undergraduate college 49.9 340 (92) 281 (102) 621 (186)
Elementary school 0.2 311 (111) 250 (115) 561 (216)
Junior high school 0.5 304 (109) 225 (111) 529 (211)
High school 7.0 287 (105) 221 (110) 508 (207)
Community college 22.6 273 (89) 211 (92) 484 (173)
Vocational school after high school 4.0 270 (100) 198 (97) 468 (189)
Language institution 1.4 275 (98) 191 (96) 466 (186)
Vocational school 2.8 256 (86) 178 (81) 435 (159)
*SD = Standard Deviation
2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T 8
Table 2: Mean Performance by Demographic Categories (Continued)
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Maj
or
Business related 17.9 332 (98) 279 (108) 612 (199)
Social studies 10.6 332 (96) 276 (106) 608 (194)
Liberal arts 19.2 336 (95) 268 (107) 604 (194)
Health related 5.0 323 (95) 267 (105) 590 (193)
Sciences 11.4 319 (94) 268 (103) 587 (190)
Engineering 26.7 305 (94) 249 (102) 554 (189)
Other 9.2 299 (102) 233 (107) 532 (202)
Curr
ent s
tatu
s Not employed 6.2 367 (84) 304 (98) 671 (174)
Part time employee 4.1 341 (103) 284 (112) 625 (208)
Full time student 52.6 313 (97) 251 (106) 564 (195)
Full time employee 37.1 308 (98) 253 (107) 561 (197)
Type
of i
ndus
try
Service-Foreign Affairs 0.1 385 (95) 343 (104) 729 (191)
Service-Education (High school or below) 2.1 368 (91) 319 (101) 687 (185)
Mass Media 1.0 363 (90) 306 (104) 670 (187)
Service-Education (College or above) 2.8 355 (98) 305 (111) 660 (202)
Public Utility Production 1.2 350 (91) 306 (100) 656 (183)
Other 4.1 352 (96) 299 (106) 652 (194)
Manufacturing-Pharmaceuticals 1.9 333 (90) 285 (99) 618 (181)
Trading 3.0 338 (92) 280 (102) 617 (187)
Finance 5.3 332 (97) 285 (105) 616 (195)
Manufacturing-Clothing 0.4 342 (94) 272 (105) 614 (191)
Service-Legislative 3.7 331 (96) 279 (106) 610 (194)
Service-Health 2.2 331 (93) 272 (103) 603 (188)
Insurance 1.7 324 (91) 277 (101) 601 (185)
Service-Traveling 2.1 334 (99) 259 (105) 593 (196)
Real Estate 0.6 324 (99) 267 (105) 591 (196)
Service-Armed forces 2.5 320 (104) 270 (113) 589 (211)
*SD = Standard Deviation
9 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Type
of i
ndus
try
(con
t.)
Agriculture 0.6 316 (101) 273 (104) 589 (196)
Manufacturing-Food 1.4 321 (97) 265 (105) 586 (194)
Telecommunication 1.7 321 (91) 261 (103) 582 (186)
Service-Other 13.6 318 (95) 259 (104) 578 (191)
Retail/Wholesale 1.7 316 (100) 253 (107) 569 (200)
Transportation 3.6 316 (97) 252 (103) 568 (192)
Manufacturing-Other 3.0 305 (103) 248 (112) 552 (208)
Manufacturing-Petroleum 0.9 299 (99) 251 (109) 551 (201)
Manufacturing-Glass 0.4 300 (93) 250 (100) 550 (186)
Manufacturing-Chemicals 3.9 298 (94) 247 (102) 546 (188)
Construction 2.4 296 (105) 241 (111) 537 (210)
Manufacturing-Metals 2.3 286 (93) 236 (101) 522 (187)
Manufacturing-Machinery 6.6 288 (94) 231 (101) 519 (189)
Manufacturing-Vehicles 8.0 287 (91) 228 (101) 515 (185)
Manufacturing-Fabric 1.0 277 (94) 222 (102) 498 (190)
Manufacturing-Electronic 14.1 276 (92) 221 (101) 496 (186)
Type
of j
ob
Teaching/Training 5.0 365 (98) 315 (109) 680 (200)
Management 5.3 344 (99) 303 (106) 648 (197)
Professional Specialist 9.2 335 (92) 288 (102) 623 (187)
Services 5.7 338 (98) 275 (106) 613 (195)
Clerical/Administrative 14.4 334 (98) 275 (107) 609 (198)
Marketing/Sales 14.3 318 (95) 258 (103) 576 (191)
Technician 6.1 300 (102) 242 (107) 542 (201)
Scientific/Technical Professionals 31.2 296 (90) 242 (100) 538 (182)
Other 8.8 292 (109) 237 (116) 529 (219)
Other 8.8 292 (109) 237 (116) 529 (219)
Year
s sp
ent
stud
ying
Eng
lish > 10 years 43.9 360 (88) 304 (101) 664 (180)
6 – 10 years 35.6 301 (91) 242 (98) 543 (181)
4 – 6 years 11.6 276 (94) 212 (97) 488 (182)
< = 4 years 8.9 264 (96) 199 (98) 463 (186)
Table 2: Mean Performance by Demographic Categories (Continued)
*SD = Standard Deviation
2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T 1 0
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Lang
uage
ski
lls m
ost
emph
asiz
ed
Listening, Reading, Speaking and Writing 21.0 359 (95) 304 (108) 663 (196)
Speaking 16.0 325 (95) 260 (105) 586 (193)
Listening & Speaking 23.3 326 (94) 259 (104) 585 (190)
Reading & Writing 6.7 315 (97) 267 (108) 583 (198)
Reading 17.8 292 (88) 245 (95) 537 (175)
Listening 12.3 292 (96) 228 (102) 520 (190)
Writing 2.9 282 (103) 227 (111) 509 (207)
Tim
e sp
ent d
aily
usi
ng
Engl
ish
51–100% 4.5 390 (86) 332 (106) 722 (185)
21–50% 12.3 362 (90) 300 (106) 662 (188)
11–20% 19.6 342 (93) 282 (105) 624 (190)
1–10% 43.2 312 (94) 254 (102) 566 (189)
None 20.4 277 (92) 221 (97) 499 (182)
Engl
ish
lang
uage
ski
lls
used
mos
t oft
en
Listening, Reading, Speaking and Writing 9.3 371 (91) 312 (108) 683 (192)
Reading & Writing 7.1 344 (94) 292 (106) 636 (192)
Listening & Speaking 15.2 334 (95) 264 (105) 598 (192)
Reading 32.3 310 (92) 262 (101) 571 (186)
Listening 19.0 308 (100) 244 (107) 552 (200)
Speaking 13.6 306 (98) 239 (104) 545 (194)
Writing 3.6 298 (101) 241 (108) 540 (202)
Diffi
cult
y w
ith
Engl
ish
com
mun
icat
ion
Sometimes 34.3 338 (92) 278 (103) 616 (188)
Seldom 22.8 324 (99) 266 (109) 590 (201)
Frequently 17.8 322 (89) 261 (100) 582 (180)
Almost never 16.4 296 (105) 241 (112) 537 (211)
Almost always 8.7 289 (96) 230 (102) 519 (190)
Table 2: Mean Performance by Demographic Categories (Continued) Table 2: Mean Performance by Demographic Categories (Continued)
*SD = Standard Deviation
1 1 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Tim
e in
Eng
lish-
spea
king
co
untr
y
Yes, > 2 years 3.4 419 (78) 355 (101) 775 (172)
Yes, 1–2 years 2.3 400 (82) 332 (102) 732 (176)
Yes, 6–12 months 4.9 393 (79) 324 (99) 717 (169)
Yes, < 6 months 24.3 336 (88) 273 (101) 609 (181)
No 65.1 302 (95) 246 (104) 548 (191)
Purp
ose
for t
ime
in
Engl
ish-
spea
king
coun
try
To study 18.8 383 (91) 321 (108) 704 (192)
Other 7.8 380 (95) 312 (111) 692 (198)
To work 14.3 352 (93) 296 (107) 649 (193)
To participate in language program 29.4 359 (83) 288 (98) 648 (172)
To travel 29.8 332 (91) 271 (102) 603 (185)
Tim
es ta
ken
TO
EIC
Three times or more 40.0 342 (88) 280 (99) 621 (180)
Twice 12.4 320 (95) 260 (104) 579 (191)
Once 18.5 311 (98) 253 (107) 564 (198)
Never 29.0 299 (104) 245 (113) 543 (209)
Purp
ose
for t
akin
g
TOEI
C te
st
For job application 23.8 346 (92) 281 (105) 627 (189)
For graduation 23.8 314 (101) 258 (110) 571 (205)
For learning 30.9 313 (98) 255 (106) 568 (196)
To assess language program 10.5 310 (98) 252 (106) 562 (196)
For promotion 11.0 295 (93) 236 (101) 531 (186)
*SD = Standard Deviation
Table 2: Mean Performance by Demographic Categories (Continued)
2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T 1 2
Table 2: Mean Performance by Demographic Categories (Continued)
Age
A closer look at the demographic categories revealed that across all countries, the typical TOEIC® test taker was between 21 and 25 years of age (39%), 23% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 23% were 31 years of age or older. Canada and Hong Kong (70%), Indonesia (56%), and the Philippines (54%) had a high percentage of test takers that were under 20 years of age. Italy (79%), Vietnam (73%), and Macao and Morocco
(70%) had the highest percentage of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (36%) and Senegal (35%) had the highest proportion of test takers.
Figure 2 shows the mean total TOEIC scores as illustrated by a composite of listening comprehension and reading comprehension scores.
03:37 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 13
Age
A closer look at the demographic categories revealed that across all countries, the typical TOEIC® test taker was between 21 and 25 years of age (39%), 23% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 23% were 31 years of age or older. Canada and Hong Kong (70%), Indonesia (56%), and the Philippines (54%) had a high percentage of test takers that were under 20 years of age. Italy (79%), Vietnam (73%), and Macao and Morocco (70%) had the
highest percentage of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (36%) and Senegal (35%) had the highest proportion of test takers.
Figure 2 shows the mean total TOEIC scores as illustrated by a composite of listening comprehension and reading comprehension scores.
TOEIC® Listening and Reading Comprehension Scores Across Age Levels
Figure 2: Mean TOEIC Scores Across Age Levels
Listening Reading
26 - 30
21 - 25
31 - 35
36 - 40
41 - 45
Over 45
Under 20
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
283 218
335 274
351 292
329 272
316 262
308 256
300 248
TOEIC® Listening and Reading Comprehension Scores Across Age Levels
Figure 2: Mean TOEIC Scores Across Age Levels
TOEIC® Listening and Reading Comprehension Scores Across Age Levels
Listening Reading
Mean Total TOEIC Score
1 3 2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T
Gender
Overall, a larger proportion of males than females took the TOEIC® Listening and Reading test (as shown in Table 2). Countries that had a large male test-taking population include Turkey and Jordan (69%), Czech Republic (66%), Lebanon and Senegal (62%), and Japan (61%).
In some countries; however there was a higher proportion of female than male test takers. These
countries include Ecuador and Albania (68%), and Thailand (65%). In other countries the ratio of male to female test takers was fairly equal.
Figure 3 shows that females had higher average total scores than males for both listening and reading.
03:38 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 14Gender
Overall, a larger proportion of males than females took the TOEIC® Listening and Reading test (as shown in Table 2). Countries that had a large male test-taking population include Turkey and Jordan (69%), Czech Republic(66%), Lebanon and Senegal (62%), and Japan (61%).
In some countries; however there was a higher proportion of female than male test takers. These
countries include Ecuador and Albania (68%), and Thailand (65%). In other countries the ratio of male to female test takers was fairly equal.
Figure 3 shows that females had higher average total scores than males for both listening and reading.
TOEIC® Listening and Reading Comprehension Scores Across Gender
Figure 3: Mean TOEIC Scores Across Gender
Listening Reading
Female
Male
Mean Total TOEIC Score
0 100 200 300 400 500 600
332 266
311 257
TOEIC® Listening and Reading Comprehension Scores Across Gender
Figure 3: Mean TOEIC Scores Across Gender
TOEIC® Listening and Reading Comprehension Scores Across Gender
Listening Reading
Mean Total TOEIC Score
2 0 1 8 R E P O R T O N T E S T T A K E R S W O R L D W I D E — TOEIC® L I S T E N I N G & R E A D I N G T E S T 1 4
EducationThe majority of test takers (50%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the TOEIC® Background Questionnaire. A higher percentage of women (52%) than men (48%) held or were pursuing an undergraduate degree. In contrast, more men (13%) than women (9%) held or were pursuing a graduate degree.
Because of differences among countries in educational systems, comparisons of educational
level are somewhat subjective. Results show that Thailand (80%), Korea and the Philippines (77%), and Mexico (71%) had the highest proportion of test takers with an undergraduate degree, while Morocco (72%), Gabon, Ivory Coast, and Senegal (70%) had the largest proportion of test takers holding or pursuing graduate degrees. Peru (76%) and Chile (69%) had the highest proportion of test takers with a vocational degree after high school.
03:38 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 15Education
The majority of test takers (50%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the TOEIC® BackgroundQuestionnaire. A higher percentage of women (52%) than men (48%) held or were pursuing an undergraduate degree. In contrast, more men (13%) than women (9%) held or were pursuing a graduate degree.
Because of differences among countries in educational systems, comparisons of educational level are somewhat
subjective. Results show that Thailand (80%), Korea and the Philippines (77%), and Mexico (71%) had the highestproportion of test takers with an undergraduate degree,while Morocco (72%), Gabon, Ivory Coast, and Senegal(70%) had the largest proportion of test takers holding orpursuing graduate degrees. Peru (76%) and Chile (69%) had the highest proportion of test takers with a vocationaldegree after high school.
TOEIC®Listening and Reading Comprehension Scores Across Education
Figure 4 : Mean TOEIC Scores Across Education
Listening Reading
Graduate school
Undergraduate college
Elementary school
Junior high school
High school
Community college
Vocational school after high school
Language institution
Vocational school
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
311 250
304 225
287 221
256 178
270 198
273 211
340 281
361 316
275 191
TOEIC® Listening and Reading Comprehension Scores Across Education
Figure 4: Mean TOEIC Scores Across Education
TOEIC® Listening and Reading Comprehension Scores Across Education
Listening Reading
Mean Total TOEIC Score
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Academic Major
The largest percentage of TOEIC® Listening and Reading test takers majored in Engineering (27%). The highest percentages of test takers with an Engineering major were in Senegal (51%), Tunisia and Gabon (49%), and Lebanon (48%). Liberal Arts (19%) and Business related (18%) were the second and third most popular majors. Countries with a high percentage of test takers with business-related majors include El Salvador and Ivory Coast (56%), Ecuador (50%), Albania (48%), and Martinique
(46%). Countries with a high percentage of test takers with liberal arts include Macao (31%), Costa Rica (29%), India and Jordan (27%), Malaysia (23%), and Japan (22%).
Across all test takers, more females (31%) majored in liberal arts than males (10%) and more males (39%) majored in Engineering than females (11%).
03:39 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 16Academic Major
The largest percentage of TOEIC® Listening and Reading test takers majored in Engineering (27%). The highest percentages of test takers with an Engineering major were in Senegal (51%), Tunisia and Gabon (49%), and Lebanon (48%). Liberal Arts (19%) and Business related (18%) were the second and third most popularmajors. Countries with a high percentage of test takers with business-related majors include El Salvador and Ivory Coast (56%), Ecuador (50%), Albania (48%), and
Martinique (46%). Countries with a high percentage oftest takers with liberal arts include Macao (31%), Costa Rica (29%), India and Jordan (27%), Malaysia (23), and Japan (22%).
Across all test takers, more females (31%) majored inliberal arts than males (10%) and more males (39%) majored in Engineering than females (11%).
TOEIC®Listening and Reading Comprehension Scores Across Major
Figure 5 : Mean TOEIC Scores Across Major
Listening Reading
Business related
Social studies
Liberal arts
Health related
Sciences
Engineering
Other
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
336 268
332 276
332 279
319 268
323 267
305 249
299 233
TOEIC® Listening and Reading Comprehension Scores Across Major
Figure 5: Mean TOEIC Scores Across Major
TOEIC® Listening and Reading Comprehension Scores Across Major
Listening Reading
Mean Total TOEIC Score
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Employment Status
Overall the majority of TOEIC® Listening and Reading test takers were full-time students (53%). Countries such as India (90%), Canada (85%), the Philippines (83%), and Hong Kong and Macao (81%) had the highest proportion of full time students. 38% of test takers indicated they were full time employees.
Results show that testing populations in Russia (65%) and Brazil (62%) were mostly full time employees.
More males (46%) than females (26%) are full-time employees. More females (61%) than males (46%) are full-time students.
03:39 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 17Employment Status
Overall the majority of TOEIC® Listening and Reading test takers were full-time students (53%). Countries such as India (90%), Canada (85%), the Philippines (83%), and Hong Kong and Macao (81%) had the highest proportion of full time students. 38% of test takers indicated they were full time employees.
Results show that testing populations in Russia (65%) and Brazil (62%) were mostly full time employees.
More males (46%) than females (26%) are full-time employees. More females (61%) than males (46%) are full-time students.
TOEIC®Listening and Reading Comprehension Scores Across Current Status
Figure 6 : Mean TOEIC Scores Across Current Status
Listening Reading
Not employed
Part time employee
Full time student
Full time employee
Mean Total TOEIC Score0 100 200 300 400 500 600 700
308 253
341 284
367 304
313 251
TOEIC® Listening and Reading Comprehension Scores Across Current Status
Figure 6: Mean TOEIC Scores Across Current Status
TOEIC® Listening and Reading Comprehension Scores Across Current Status
Listening Reading
Mean Total TOEIC Score
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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
03:40 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 18Type of Industry
As seen in Table 2, most test takers who were employed full-time worked in either the manufacturing or service industries.
Figures 7a (Service), 7b (Manufacturing) and 7c (Other than Service or Manufacturing) provide average TOEIC® Listening and Reading scores for the various industry types.
TOEIC®Listening and Reading Comprehension Scores Across Type of Industry
Figure 7a : Mean TOEIC Scores Across Type of Industry
Listening Reading
Service-Foreign Affairs
Service-Education (High school or below)
Service-Education (College or above)
Service-Legislative
Service-Health
Service-Traveling
Service-Armed forces
Service-Other
Mean Total TOEIC Score
0 100 200 300 400 500 600 700 800
368 319
355 305
331 279
385 343
320 270
331 272
334 259
318 259
Figure 7a: Mean TOEIC Scores Across Type of Industry (Service)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7a: Mean TOEIC Scores Across Type of Industry (Service)
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Listening Reading
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03:40 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 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-Other
Manufacturing-Petroleum
Manufacturing-Glass
Manufacturing-Chemicals
Manufacturing-Metals
Manufacturing-Machinery
Manufacturing-Vehicles
Manufacturing-Fabric
Manufacturing-Electronic
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
321 265
333 285
298 247
277 222
299 251
286 236
288 231
276 221
287 228
300 250
342 272
305 248
Figure 7b: Mean TOEIC Scores Across Type of Industry (Manufacturing)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7b: Mean TOEIC Scores Across Type of Industry (Manufacturing)
03:41 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 20TOEIC®Listening and Reading Comprehension Scores Across Type of Industry
Figure 7c : Mean TOEIC Scores Across Type of Industry
Listening Reading
Mass Media
Public Utility Production
Other
Trading
Finance
Insurance
Real Estate
Agriculture
Telecommunication
Retail/Wholesale
Transportation
Construction
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
316 273
296 241
350 306
363 306
321 261
316 253
338 280
332 285
324 277
324 267
316 252
352 299
Figure 7c: Mean TOEIC Scores Across Type of Industry (Other)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7c: Mean TOEIC Scores Across Type of Industry (Other)
Mean Total TOEIC Score
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Listening Reading
Listening Reading
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Type of Job
The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was scientific/technical professionals (31%).
Senegal and Tunisia (43%), and Japan (41%) had the largest percentage of test takers working in scientific/technical positions. For management positions, Ecuador (63%) had the largest percentage of test takers. For teaching/training positions, Costa Rica
(41%) and Jordan (33%) had the largest percentage of test takers.
Overall, more females (10%) worked in teaching/training positions than males (3%), and more females (25%) worked in clerical/administration positions than male (9%). More males (39%) worked in scientific/technical positions than females (15%).
03:41 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 21Type of Job
The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was scientific/technical professionals (31%).
Senegal and Tunisia (43%), and Japan (41%) had the largest percentage of test takers working inscientific/technical positions. For management positions, Ecuador (63%) had the largest percentage of test takers. For teaching/training positions, Costa Rica
(41%) and Jordan (33%) had the largest percentage oftest takers.
Overall, more females (10%) worked inteaching/training positions than males (3%), and more females (25%) worked in clerical/administration positions than male (9%). More males (39%) worked in scientific/technical positions than females (15%).
TOEIC®Listening and Reading Comprehension Scores Across Type of Job
Figure 8 : Mean TOEIC Scores Across Type of Job
Listening Reading
Teaching/Training
Management
Professional Specialist
Services
Clerical/Administrative
Marketing/Sales
Technician
Scientific/Technical Professionals
Other
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
344 303
296 242
365 315
335 288
300 242
318 258
334 275
338 275
292 237
TOEIC® Listening and Reading Comprehension Scores Across Type of Job
Figure 8: Mean TOEIC Scores Across Type of Job
TOEIC® Listening and Reading Comprehension Scores Across Type of Job
Mean Total TOEIC Score
Listening Reading
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Years Spent Studying English
Similar to the results from previous years, 2018 test takers exhibited very similar patterns in the length of time spent studying English. 80% of 2018 test takers indicated that they studied English for six or more years.
Brazil (42%), Colombia (37%), and Mongolia and Peru and Russia (36%) had the largest percentages of test takers that studied English for less than 4 years.
In contrast, countries that had a high proportion of test takers who have studied English for more than ten years include Hong Kong (74%), India and Macao (71%), and Malaysia (70%).
03:42 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 22Years Spent Studying English
Similar to the results from previous years, 2018 test takers exhibited very similar patterns in the length of time spent studying English. 80% of 2018 test takers indicated that they studied English for six or more years.
Brazil (42%), Colombia (37%), and Mongolia and Peru and Russia (36%) had the largest percentages of test takers that studied English for less than 4 years.
In contrast, countries that had a high proportion of test takers who have studied English for more than ten years include Hong Kong (74%), India and Macao (71%), and Malaysia (70%).
TOEIC®Listening and Reading Comprehension Scores Across Years Spent Studying English
Figure 9 : Mean TOEIC Scores Across Years Spent Studying English
Listening Reading
> 10 years
6 - 10 years
4 - 6 years
<= 4 years
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
264 199
276 212
301 242
360 304
TOEIC® Listening and Reading Comprehension Scores Across Years Spent Studying English
Figure 9: Mean TOEIC Scores Across Years Spent Studying English
TOEIC® Listening and Reading Comprehension Scores Across Years Spent Studying English
Mean Total TOEIC Score
Listening Reading
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Type of Language Skill Most Emphasized When Studying English
After indicating the number of years spent studying English, test takers were asked to identify which language skills were most emphasized during their studies. 21% percent of all test takers indicated that all four English language skills (listening, reading, speaking, and writing) were emphasized. However, a slightly higher percentage of test takers (23%)
indicated that “listening and speaking” skills were the skills most emphasized.
Test takers from Canada (67%), India (55%), and Belgium (52%) indicated an emphasis on all four English language skills.
03:42 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 23Type of Language Skill Most Emphasized When Studying English
After indicating the number of years spent studying English, test takers were asked to identify which language skills were most emphasized during their studies. 21% percent of all test takers indicated that all four English language skills (listening, reading, speaking, and writing)were emphasized. However, a slightly higher percentage
of test takers (23%) indicated that “listening and speaking” skills were the skills most emphasized.
Test takers from Canada (67%), India (55%), and Belgium (52%) indicated an emphasis on all fourEnglish language skills.
TOEIC®Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Figure 10 : Mean TOEIC Scores Across Language Skills Most Emphasized
Listening Reading
Listening, Reading, Speaking and Writing
Speaking
Listening & Speaking
Reading & Writing
Reading
Listening
Writing
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
292 228
292 245
325 260
282 227
326 259
315 267
359 304
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Figure 10: Mean TOEIC Scores Across Language Skills Most Emphasized
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Mean Total TOEIC Score
Listening Reading
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Daily English Use Requirement
In response to the question “How much time must you use English in your daily life?,” 43% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries that had a large proportion of test takers in this category include Japan and Macao (46%), and Hong Kong and Martinique (43%).
Test takers from Peru (34%), Ecuador (32%), and Malaysia and Morocco (31%) responded that they spent 11–20% of their daily life using English. Test takers in Canada (56%), India (38%), and Jordan (33%) indicated that they spend 51–100% of their daily life using English.
03:43 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 24Daily English Use Requirement
In response to the question “How much time must you use English in your daily life?,” 43% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries that had a large proportion of test takers in this category include Japan and Macao (46%), and Hong Kong and Martinique (43%).
Test takers from Peru (34%), Ecuador (32%), and Malaysia and Morocco (31%) responded that they spent 11-20% of their daily life using English. Test takers in Canada (56%), India (38%), and Jordan (33%) indicated that they spend 51-100% of their daily life using English.
TOEIC®Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Figure 11 : Mean TOEIC Scores Across Time Spent Daily Using English
Listening Reading
51-100%
21-50%
11-20%
1-10%
None
Mean Total TOEIC Score
0 100 200 300 400 500 600 700 800
277 221
312 254
342 282
362 300
390 332
TOEIC® Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Figure 11: Mean TOEIC Scores Across Time Spend Daily Using English
TOEIC® Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Mean Total TOEIC Score
Listening Reading
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Most Frequently Used Language Skill
32% of all test takers indicated that Reading was the English language skill that they used most often. Taiwan (40%), Brazil (39%), and Chile and Japan (38%) had the highest percentage of test takers with reading as their most used skill. For listening, 19% of all test takers indicated that was the skill used most often. Countries that had a high percentage of test takers selecting “listening” include Gabon (38%),
and Martinique and Guadeloupe (37%). 9% of test takers indicated that they use all four language skills equally.
Overall, males were more inclined than females (37% vs. 27%) to choose reading as the English-language skill they used most often.
03:43 Wednesday, April 03, 2019 03:13 Wednesday, April 03, 2019 25
Most Frequently Used Language Skill
32% of all test takers indicated that Reading was the English language skill that they used most often. Taiwan (40%), Brazil (39%), and Chile and Japan (38%) had the highest percentage of test takers with reading as their most used skill. For listening, 19% of all test takers indicated that was the skill used most often. Countries that had a high percentage of test takers selecting “listening” include Gabon (38%), and Martinique and Guadeloupe (37%).
9% of test takers indicated that they use all four language skills equally.
Overall, males were more inclined than females (37% vs. 27%) to choose reading as the English-language skill they used most often.
TOEIC®Listening and Reading Comprehension Scores Across English Language Skills Used Most Often
Figure 12 : Mean TOEIC Scores Across English Language Skills Used Most Often
Listening Reading
Listening, Reading, Speaking and Writing
Reading & Writing
Listening & Speaking
Reading
Listening
Speaking
Writing
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
308 244
310 262
306 239
298 241
334 264
344 292
371 312
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often
Figure 12: Mean TOEIC Scores Across English Language Skills Used Most Often
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often
Mean Total TOEIC Score
Listening Reading
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Difficulty with English Affecting Communication
When asked “How often has difficulty with English affected your ability to communicate?,” 34% of all test takers responded “sometimes,” 23% responded that difficulty with English “seldom” affected their
ability to communicate, and 18% responded that difficulty with English “frequently” affected their ability to communicate.
08:37 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 26Difficulty with English Affecting Communication
When asked “How often has difficulty with Englishaffected your ability to communicate?,” 34% of all testtakers responded “sometimes”, 23% responded thatdifficulty with English “seldom” affected their ability tocommunicate, and 18% responded that difficulty withEnglish “frequently” affected their ability tocommunicate.
TOEIC®Listening and Reading Comprehension Scores Across Difficulty with English Communication
Figure 13 : Mean TOEIC Scores Across Difficulty with English Communication
Listening Reading
Sometimes
Seldom
Frequently
Almost never
Almost always
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
296 241
324 266
338 278
322 261
289 230
TOEIC® Listening and Reading Comprehension Scores Across Difficulty with English Communication
Figure 13: Mean TOEIC Scores Across Difficulty with English Communication
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Listening Reading
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Time Spent in a Native English-Speaking Country
Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” Only 11% of all test takers indicated that they had spent six months or more in a country in
which English was the main spoken language. 65% indicated that they have never spent time in an English-speaking country.
08:38 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 27Time Spent in a Native English-Speaking Country
Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” Only 11% of all test takers indicated that they had spent six months or more in a country in which English was the main spoken language. 65% indicated that they have never spent time in an English-speaking country.
TOEIC®Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Figure 14 : Mean TOEIC Scores Across Time in English-Speaking Country
Listening Reading
Yes, > 2 years
Yes, 1-2 years
Yes, 6-12 months
Yes, < 6 months
No
Mean Total TOEIC Score
0 100 200 300 400 500 600 700 800
302 246
336 273
393 324
400 332
419 355
TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Figure 14: Mean TOEIC Scores Across Time in English-Speaking Country
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Listening Reading
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Purpose for Time in a Native English-Speaking Country
In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?” 30% indicated travel as the purpose for spending the time. 29% of test takers indicated they did so for the purpose of participating in a language program.
More females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (21%) than females (7%) indicated that the purpose was to work.
08:39 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 28Purpose for Time in a Native English-Speaking Country
In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?” 30% indicated travel as the purpose for spending the time. 29% of test takers indicated they did so for the purpose of participating in a language program.
More females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (21%) than females (7%) indicated that the purpose was to work.
TOEIC®Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country
Figure 15 : Mean TOEIC Scores Across Purpose for Time in English-Speaking Country
Listening Reading
To study
Other
To work
To participate in language program
To travel
Mean Total TOEIC Score
0 100 200 300 400 500 600 700 800
383 321
359 288
332 271
352 296
380 312
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country
Figure 15: Mean TOEIC Scores Across Purpose for Time in English-Speaking Country
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Purpose for Time in English-Speaking Country
Listening Reading
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TOEIC® Test-Taking Experience
The percentage of test takers who had previously taken the TOEIC® Listening and Reading test varied widely across countries, from a low of 8% and 10% in India and Canada, respectively, to a high of 77% in Japan and Korea, respectively.
The majority of test takers (71%) had taken the TOEIC Listening and Reading test before, with the largest percentage of test takers (40%) having taken the TOEIC Listening and Reading test three or more times previously.
08:39 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 29TOEIC® Test-Taking Experience
The percentage of test takers who had previously taken the TOEIC® Listening and Reading test varied widely across countries, from a low of 8% and 10% in India and Canada, respectively, to a high of 77% in Japan and Korea, respectively.
The majority of test takers (71%) had taken the TOEIC Listening and Reading test before, with the largest percentage of test takers (40%) having taken the TOEIC Listening and Reading test three or more times previously.
TOEIC®Listening and Reading Comprehension Scores Across Times Taken TOEIC
Figure 16 : Mean TOEIC Scores Across Times Taken TOEIC
Listening Reading
Three times or more
Twice
Once
Never
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
299 245
311 253
320 260
342 280
Section Scores Across Number of Times the TOEIC® Listening and Reading Test was Taken
Figure 16: Mean TOEIC Scores Across Number of Times taken TOEIC
Commented [GR3]: Please avoid having TOEIC separated from the rest of the test name (i.e. Listening and Reading test)
Figure 16: Mean TOEIC Scores Across Number of Times taken TOEIC
Section Scores Across Number of Times the TOEIC® Listening and Reading Test was Taken
Mean Total TOEIC Score
Listening Reading
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Purpose for Taking the TOEIC® Listening and Reading Test
A high percentage of test takers indicated that the purpose of taking the TOEIC® Listening and Reading test was for learning (31%), job application (24%), and graduation (24%).
A large proportion of test takers in Thailand (50%), Korea (45%), and Jordan (42%) took the test for job application purposes.
For learning purposes, Japan and Ecuador (42%), and Hong Kong (37%) had the highest proportion of test takers.
For graduation, Benin (86%), Senegal (78%), and Morocco (75%) had a highest percentage of test takers.
08:40 Thursday, April 04, 2019 03:13 Wednesday, April 03, 2019 30Purpose for Taking the TOEIC® Listening and Reading Test
A high percentage of test takers indicated that the purpose of taking the TOEIC® Listening and Reading test was for learning (31%), job application (24%), and graduation (24%).
A large proportion of test takers in Thailand (50%), Korea (45%), and Jordan (42%) took the test for job application purposes.
For learning purposes, Japan and Ecuador (42%), and Hong Kong (37%) had the highest proportion of test takers.
For graduation, Benin (86%), Senegal (78%), and Morocco (75%) had a highest percentage of test takers.
TOEIC®Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC Test
Figure 17 : Mean TOEIC Scores Across Purpose for Taking TOEIC Test
Listening Reading
For job application
For graduation
For learning
To assess language program
For promotion
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
346 281
295 236
310 252
313 255
314 258
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC® Test
Figure 17: Mean TOEIC Scores Across Purpose for Taking TOEIC Test
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC® Test
Mean Total TOEIC Score
Listening Reading
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APPENDIX A
Copyright ©2019. EDUCATIONAL TESTING SERVICE, ETS, ETS logo and TOEIC are registered trademarks of Educational Testing Service.
Background Questionnaire
4. If you are currently employed, which industry best describes that of your current employer?
01. Agriculture/fishing/forestry/mining02. Construction/building design03. Manufacturing—food04. Manufacturing—pharmaceuticals05. Manufacturing—chemicals06. Manufacturing—fabric/paper07. Manufacturing—oil/petroleum/rubber08. Manufacturing—steel/other metals09. Manufacturing—machinery/fine machinery10. Manufacturing—electronic 11. Manufacturing—vehicles (includes
manufacturing of all modes of transportation)12. Manufacturing—cement/glass13. Manufacturing—clothing14. Manufacturing—other15. Service—education (high school equivalent or
below)16. Service—education (college equivalent or
above, assessment, research)17. Service—court/legislative/municipal/prefecture18. Service—foreign affairs19. Service—armed forces20. Service—health/hospital/medical research 21. Service—hotel/recreation/restaurant/travel22. Service—other23. Public utilities production/management
(electricity/water supply)24. Broadcasting/mass media25. Telecommunication26. Retail/wholesale27. Trading28. Accounting/banking/finance/security29. Insurance30. Real estate31. Transportation32. Other
5. If you are currently employed, which of the following best describes the type of job you do? (The jobs shown in parentheses are examples only.)
A. Management (executive, manager, director)B. Scientific/technical professionals (engineer,
mathematician, programmer, researcher, scientist)
C. Teaching/training D. Professional specialist (accountant, broker,
financial specialist, lawyer)
Read the choices below each question and select the one best answer. Fill in only one answer for each question.
Section I. Your educational and/or work-related background
1. Choose either the level of education in which you are currently enrolled or the highest level that you have completed.
A. Elementary school (primary school)B. General secondary school (junior high
school)C. Secondary school for university entrance
qualification or equivalent (high school)D. Vocational/technical high schoolE. Vocational/technical school after high schoolF. Community/junior college (for associate degree)G. Undergraduate college or university (for bachelor’s
degree)H. Graduate or professional school (for
master’s or doctoral degree)I. Language institution
2. Choose the major that you are currently enrolled in or the major of your highest degree. (The majors shown in parentheses are examples only.)
A. Liberal arts (education, fine arts, languages, literature, music, psychology)
B. Social studies/law (international studies, law studies, political science, sociology)
C. Accounting/business/economicsD. Finance/marketing/tradingE. Sciences (agriculture, computer science,
mathematics, physics, statistics)F. Health (medicine, nursing, pharmacy, public
health)G. Engineering/architectureH. Other/none
3. Which of the following best describes your current status?
A. I am employed full-time (including self-employed).
B. I am employed part-time and/or study part-time.
C. I am not employed. (Skip to Question #6.)D. I am a full-time student. (Skip to Question #6.)
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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
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APPENDIX B
Response Rates to Each Background QuestionN Response Rate
Total Number of People Using the Background Questionnaire 4,759,552 .
Education 3,783,411 79%
Major 3,435,201 72%
Current Status 3,880,486 82%
Type of Industry 1,513,971 95%
Type of Job 1,296,268 81%
Years Spent Studying English 3,449,003 72%
Language Skills Most Emphasized 3,438,500 72%
Time Spent Daily Using English 3,445,394 72%
English Language Skills Used Most Often 3,414,789 72%
Difficulty with English Communication 3,432,815 72%
Time in English-Speaking Country 3,417,897 72%
Purpose for Time in English-Speaking Country 1,182,189 99%
Number of Times the TOEIC® Test Was Taken 3,445,895 72%
Purpose for Taking the TOEIC Test 3,568,095 75%
*Note: N = 1,598,894 was used to calculate response rates for question 4 and 5 (after excluding test takers who selected option 03 and 04 in question 3); N = 1,193,213 was used to calculate response rate for question 12 (after excluding test takers who selected option 01 in question 11).
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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
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