Post on 05-Jul-2020
2017 Report on
Test Takers Worldwide
T E S T
L I S T E N I N G&
R E A D I N G
®
Worldwide Report 2017 1
Table of Contents
Page
The TOEIC® Background Questionnaire ......................................................................................................................2
Description of TOEIC® Listening and Reading Test Takers in 2017 ............................................................................3
Mean TOEIC® Scores Across Native Countries ............................................................................................................4
Relationship Among TOEIC Listening and Reading Scores ........................................................................................6
Test Takers by Demographic Variables .........................................................................................................................6
Age ......................................................................................................................................................................11
Gender ..................................................................................................................................................................12
Education .............................................................................................................................................................13
Academic Major ...................................................................................................................................................14
Employment Status ..............................................................................................................................................15
Type of Industry ...................................................................................................................................................16
Type of Job ...........................................................................................................................................................18
Years Spent Studying English ..............................................................................................................................19
Type of Language Skill Most Emphasized When Studying English ...................................................................20
Daily English Use Requirement ...........................................................................................................................21
Most Frequently Used Language Skill .................................................................................................................22
Difficulty With English Affecting Communication .............................................................................................23
Time Spent in a Native English-Speaking Country .............................................................................................24
Purpose for Time in a Native English-Speaking Country ....................................................................................25
TOEIC® Test-Taking Experience .........................................................................................................................26
Purpose for Taking the TOEIC® Listening and Reading Test ..............................................................................27
Appendix A – TOEIC® Background Questionnaire ....................................................................................................28
Appendix B – Response Rates to Each Background Question ...................................................................................30
Appendix C – Correlations Between Listening and Reading Scores by Region ........................................................31
2 Worldwide Report 2017
The TOEIC ® Background Questionnaire is a self-survey that gathers information about TOEIC test takers’ educational background, work experience, English language study and use, as well as the TOEIC test-taking experience. Responses to the questionnaire enable users to learn more about the backgrounds of people who take the test and some of the factors that affect their TOEIC scores and related improvement in English proficiency. Test takers are asked to complete the TOEIC Background Questionnaire before taking the TOEIC tests.
The TOEIC Background Questionnaire is presented in Appendix A.
This report is based on the information gathered from all test takers who completed the TOEIC Background Questionnaire administered in 2017.
The vast majority of test takers included in this report are from Asia so the results may not be representative of other regions. In addition, the response rates varied across different background questions (Appendix B) Consequently, care should be taken in making inferences based on this data.
Please note that all percentages within the text are rounded to the nearest whole number and in some cases may sum to more than 100%. Also note that all tables and figures reflect results only for categories containing 500 or more test takers.
The TOEIC® Background Questionnaire
Worldwide Report 2017 3
Description of TOEIC® Listening and Reading Test Takers in 2017
Background information was collected from all of the test takers who took the TOEIC Listening and Reading test in 2017, either through the Public Testing Program or the Institutional Testing Program. The following are highlights about TOEIC® test takers based on the collected data. As noted earlier, the number of test takers who responded to each background question varied across questions.
• The largest proportion of test takers (39%) were between 21 and 25 years of age.
• 55% of test takers were male.
• Most test takers (50%) had an undergraduate degree or were pursuing one.
• 26% of the test takers majored in Engineering while 19% majored in Business and Liberal Arts, respectively.
• 52% of test takers were full-time students, while 38% were employed full-time.
• 15% of test takers worked in the manufacturing-electronic industry.
• 31% of test takers worked in scientific/technical professional positions, and 15% and 14% worked in marketing/sales and clerical/administrative positions, respectively.
• 79% of test takers had spent more than 6 years studying English.
• 23% of test takers indicated “listening and speaking” as their most emphasized skills when studying English.
• 44% of test takers used English 1 to 10% of their daily life.
• 19% and 33% of test takers selected “listening and reading,” respectively as their most often used English language skill.
• 34% of test takers “sometimes” had difficulty with English communication.
• Only 11% of test takers had spent six months or more in a native English-speaking country.
• 30% of test takers indicated travel as purpose for time in English-speaking countries and 29% of test takers indicated participating in language programs as purpose.
• 40% of test takers who took the TOEIC® test in 2017 had previously taken it three or more times.
• 31% of test takers had taken the TOEIC test for learning and 24% for job application purpose.
4 Worldwide Report 2017
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 2017 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 takers are included in this table.
*Note- All charts reflect results only for categories containing 500 or more test takers. Mexico is included in the data for North America.
2017 Worldwide TOEIC® Listening and Reading Comprehension Scores
Figure 1: Mean TOEIC Scores by Region
Listening Means(SD) Reading Means(SD)
Europe
Africa
North America
South America
Asia
0 50 100 150 200 250 300 350 400 450
312(98)
255(105)
332(112)
297(114)
349(120)
307(123)
358(98)
311(101)
373(94)
338(101)
2017 Worldwide TOEIC® Listening and Reading Comprehension Scores
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.
2017 Worldwide TOEIC® Listening and Reading Comprehension Scores
Reading Means (SD)Listening Means (SD)
Worldwide Report 2017 5
Table 1: Mean Performance by Native Country
CountryListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*CANADA 444 (64) 402 (78) 845 (136)
GERMANY 429 (79) 371 (100) 800 (173)
BELGIUM 402 (82) 370 (90) 772 (166)
LEBANON 410 (87) 359 (103) 769 (184)
ITALY 386 (73) 368 (76) 754 (141)
CZECH REPUBLIC 395 (98) 347 (112) 743 (204)
PHILIPPINES 393 (76) 334 (94) 727 (162)
FRANCE 378 (90) 344 (96) 722 (180)
MOROCCO 387 (84) 333 (94) 720 (172)
JORDAN 395 (87) 322 (103) 717 (183)
RUSSIA 380 (98) 336 (107) 716 (197)
PORTUGAL 378 (103) 333 (112) 712 (209)
SPAIN 359 (98) 342 (99) 701 (190)
COSTA RICA 370 (91) 329 (98) 699 (182)
MADAGASCAR 365 (91) 327 (92) 692 (177)
CHILE 365 (115) 322 (114) 687 (223)
KOREA (ROK) 369 (83) 307 (100) 676 (175)
TUNISIA 362 (100) 313 (104) 675 (198)
ARGENTINA 352 (115) 322 (116) 674 (226)
ALGERIA 351 (98) 304 (101) 654 (192)
UKRAINE 354 (92) 292 (104) 646 (190)
MALAYSIA 358 (90) 284 (108) 642 (190)
GREECE 355 (73) 286 (75) 641 (138)
TURKEY 351 (93) 285 (106) 636 (191)
BRAZIL 333 (110) 299 (114) 632 (218)
REUNION 331 (102) 296 (105) 627 (200)
COTE D`IVOIRE (IVORY COAST) 319 (98) 292 (99) 612 (189)
PERU 319 (113) 289 (110) 608 (217)
CAMEROON 323 (102) 281 (98) 603 (191)
CHINA, PEOPLE`S REPUBLIC 309 (97) 291 (101) 600 (188)
COLOMBIA 317 (112) 282 (113) 599 (218)
SENEGAL 318 (104) 277 (101) 594 (199)
MEXICO 319 (119) 275 (120) 594 (233)
GABON 316 (93) 272 (94) 588 (180)
POLAND 314 (114) 244 (121) 558 (228)
GUADELOUPE 298 (111) 252 (110) 550 (216)
TAIWAN 300 (97) 244 (102) 544 (191)
HONG KONG 299 (103) 228 (113) 527 (208)
JAPAN 287 (91) 230 (97) 517 (180)
EL SALVADOR 273 (118) 239 (120) 512 (233)
VIETNAM 265 (89) 232 (95) 496 (176)
INDIA 267 (125) 221 (123) 488 (243)
MONGOLIA 287 (102) 199 (98) 486 (188)
THAILAND 278 (102) 204 (96) 482 (191)
MACAO 273 (92) 193 (96) 466 (181)
ALBANIA 249 (117) 203 (112) 452 (225)
INDONESIA 253 (97) 193 (96) 447 (185)
*SD = Standard Deviation
6 Worldwide Report 2017
Relationship Among TOEIC Listening and Reading Scores
The correlation between the two sections of the TOEIC® Listening and Reading test was about 0.85. (Appendix C presents the correlations between Listening and Reading across regions). This is consistent with earlier research (e.g., Woodford, 1982) and with the findings presented in the 2016 Worldwide Data Report. This level of correlation indicates that the two measures are closely related, given that both measured test takers’ proficiencies in using English in business communication and test takers tended to put forth the same amount of effort to study both skills together.
Test Takers by Demographic Variables
Table 2 presents the number and percentage of test takers falling into different demographic categories, as well as the average TOEIC® listening comprehension, reading comprehension, and total scores for each category. More in-depth information about test takers in these categories is shown later in this report.
The categories used in this report are those found in the TOEIC® Background Questionnaire.
Table 2: Mean Performance by Demographic Categories
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Ag
e
26 – 30 15.0 346 (94) 290 (104) 636 (190)
21 – 25 39.4 330 (96) 274 (105) 604 (193)
31 – 35 7.8 324 (97) 270 (106) 594 (195)
36 – 40 5.7 310 (97) 262 (105) 572 (194)
41 – 45 4.2 303 (98) 254 (107) 557 (198)
Over 45 6.0 295 (99) 247 (108) 542 (200)
Under 20 21.9 278 (96) 217 (100) 495 (187)
Gen
der Female 45.5 327 (98) 265 (107) 592 (197)
Male 54.5 307 (99) 257 (107) 564 (199)
Ed
ucat
ion
Graduate school 11.6 356 (88) 315 (97) 671 (176)
Undergraduate college 50.2 337 (91) 282 (101) 619 (184)
Junior high school 0.6 293 (108) 220 (107) 512 (206)
Elementary school 0.3 283 (109) 228 (108) 511 (209)
High school 6.9 279 (103) 216 (108) 495 (203)
Community college 22.5 271 (89) 213 (92) 484 (173)
Language institution 1.3 271 (98) 190 (98) 461 (188)
Vocational school after high school 4.0 264 (97) 194 (95) 458 (184)
Vocational school 2.7 248 (82) 178 (81) 425 (154)
*SD = Standard Deviation
Worldwide Report 2017 7
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Maj
or
Social studies 10.6 328 (97) 277 (106) 605 (195)
Business related 18.7 326 (99) 277 (107) 603 (199)
Liberal arts 19.1 333 (95) 269 (106) 603 (194)
Sciences 11.3 314 (94) 267 (103) 582 (189)
Engineering 26.0 305 (94) 253 (102) 558 (189)
Health related 6.5 304 (96) 250 (103) 554 (192)
Other 7.9 295 (101) 231 (107) 526 (200)
Cur
rent
sta
tus Not employed 6.2 362 (85) 302 (98) 664 (175)
Part time employee 4.3 332 (103) 277 (112) 608 (209)
Full time student 52.0 311 (97) 253 (106) 564 (195)
Full time employee 37.5 305 (97) 253 (106) 557 (195)
Typ
e o
f in
dus
try
Service-Education (High school or below) 2.1 365 (90) 319 (100) 684 (183)
Mass Media 0.9 358 (91) 305 (104) 663 (188)
Service-Education (College or above) 2.8 351 (100) 303 (112) 654 (205)
Other 3.8 348 (95) 298 (105) 646 (192)
Service-Foreign Affairs 0.2 337 (105) 304 (110) 641 (208)
Public Utility Production 1.3 338 (95) 299 (102) 638 (189)
Manufacturing-Pharmaceuticals 1.8 332 (89) 288 (98) 620 (179)
Trading 2.9 334 (93) 281 (101) 615 (187)
Service-Legislative 3.5 330 (94) 282 (104) 612 (191)
Service-Armed forces 2.3 325 (99) 279 (109) 604 (200)
Finance 5.6 321 (97) 279 (105) 600 (196)
Service-Health 2.0 326 (92) 271 (103) 598 (187)
Manufacturing-Clothing 0.5 329 (97) 266 (107) 594 (195)
Real Estate 0.5 320 (99) 269 (106) 589 (198)
Insurance 1.9 314 (94) 270 (102) 584 (189)
Manufacturing-Food 1.4 316 (98) 265 (106) 580 (197)
Table 2: Mean Performance by Demographic Categories (continued)
*SD = Standard Deviation
8 Worldwide Report 2017
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Typ
e o
f in
dus
try
(co
nt.)
Service-Traveling 2.1 324 (100) 253 (106) 577 (197)
Service-Other 13.8 317 (94) 260 (102) 577 (188)
Manufacturing-Glass 0.5 304 (95) 263 (105) 568 (192)
Manufacturing-Other 3.0 308 (101) 256 (110) 563 (204)
Manufacturing-Petroleum 1.0 303 (98) 258 (107) 561 (198)
Retail/Wholesale 1.6 310 (101) 249 (108) 560 (202)
Agriculture 0.8 297 (100) 260 (102) 558 (192)
Telecommunication 2.0 305 (94) 252 (105) 556 (192)
Transportation 3.2 309 (95) 247 (99) 556 (186)
Manufacturing-Chemicals 3.6 294 (93) 248 (101) 542 (186)
Construction 2.4 292 (105) 242 (110) 534 (208)
Manufacturing-Metals 2.2 284 (95) 237 (103) 521 (190)
Manufacturing-Machinery 6.4 286 (94) 233 (101) 519 (188)
Manufacturing-Vehicles 8.1 281 (90) 225 (99) 506 (182)
Manufacturing-Electronic 14.8 272 (92) 219 (99) 491 (184)
Manufacturing-Fabric 1.0 270 (94) 219 (103) 489 (190)
Typ
e o
f jo
b
Teaching/Training 5.0 359 (99) 312 (109) 671 (201)
Management 5.5 336 (100) 298 (108) 634 (200)
Professional Specialist 9.1 329 (93) 286 (103) 615 (189)
Services 5.7 332 (98) 272 (106) 604 (196)
Clerical/Administrative 14.3 330 (98) 274 (107) 604 (198)
Marketing/Sales 14.5 311 (95) 257 (103) 568 (191)
Technician 6.1 300 (99) 247 (105) 547 (196)
Scientific/Technical Professionals 31.3 290 (89) 240 (99) 530 (180)
Other 8.6 290 (108) 238 (115) 528 (216)
Year
s sp
ent
stud
ying
Eng
lish
> 10 years 43.7 356 (88) 304 (100) 660 (180)
6 – 10 years 35.6 298 (91) 243 (98) 540 (180)
4 – 6 years 11.7 272 (93) 213 (97) 485 (182)
< = 4 years 9.0 261 (95) 201 (98) 462 (185)
Table 2: Mean Performance by Demographic Categories (continued)
*SD = Standard Deviation
Worldwide Report 2017 9
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Lang
uag
e sk
ills
mo
st
emp
hasi
zed
Listening, Reading, Speaking and Writing 20.8 356 (95) 304 (107) 661 (195)
Speaking 15.9 323 (96) 261 (104) 584 (192)
Listening and Speaking 23.4 323 (94) 259 (103) 582 (189)
Reading and Writing 6.7 311 (96) 268 (108) 579 (197)
Reading 17.4 287 (87) 245 (96) 532 (175)
Listening 12.7 287 (95) 228 (101) 515 (189)
Writing 3.1 280 (102) 231 (111) 510 (206)
Tim
e sp
ent
dai
ly
usin
g E
nglis
h
51 – 100% 4.3 387 (88) 330 (106) 717 (187)
21 – 50% 12.0 357 (90) 300 (105) 657 (188)
11 – 20% 19.6 339 (92) 282 (104) 622 (189)
1 – 10% 43.5 310 (94) 255 (102) 565 (188)
None 20.6 274 (92) 222 (98) 495 (181)
Eng
lish
lang
uag
e sk
ills
used
m
ost
oft
en
Listening, Reading, Speaking and Writing 9.2 368 (91) 312 (107) 680 (191)
Reading and Writing 7.2 340 (94) 291 (106) 631 (192)
Listening and Speaking 15.1 331 (94) 265 (105) 596 (191)
Reading 32.6 306 (92) 263 (101) 569 (185)
Listening 18.7 304 (99) 244 (106) 548 (199)
Speaking 13.4 304 (98) 240 (104) 544 (194)
Writing 3.8 292 (100) 239 (107) 531 (200)
Diffi
cult
y w
ith
Eng
lish
com
mun
icat
ion
Sometimes 34.1 334 (93) 279 (103) 613 (188)
Frequently 18.2 320 (89) 264 (99) 584 (180)
Seldom 22.4 319 (99) 265 (108) 584 (200)
Almost never 16.2 290 (104) 239 (111) 529 (208)
Almost always 9.1 290 (95) 233 (102) 523 (189)
Table 2: Mean Performance by Demographic Categories (continued)
*SD = Standard Deviation
10 Worldwide Report 2017
Table 2: Mean Performance by Demographic Categories (continued)
% 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 3.4 415 (82) 353 (103) 768 (177)
Yes, 1 – 2 years 2.4 392 (87) 327 (104) 720 (184)
Yes, 6 – 12 months 5.0 388 (82) 322 (99) 710 (174)
Yes, < 6 months 24.3 332 (89) 274 (101) 606 (182)
No 64.9 298 (94) 246 (103) 545 (190)
Pur
po
se f
or
tim
e in
E
nglis
h-sp
eaki
ng
coun
try
To study 18.4 380 (93) 321 (109) 701 (195)
Other 8.7 380 (95) 315 (111) 695 (199)
To participate in language program 29.0 356 (84) 290 (97) 646 (173)
To work 13.7 340 (94) 287 (106) 627 (193)
To travel 30.1 330 (91) 273 (102) 603 (185)
Tim
es t
aken
T
OE
IC
Three times or more 40.4 340 (89) 282 (99) 622 (180)
Twice 12.2 316 (94) 259 (103) 575 (190)
Once 18.2 307 (97) 252 (106) 559 (196)
Never 29.2 294 (102) 244 (112) 538 (207)
Pur
po
se f
or
taki
ng
TO
EIC
tes
t
For job application 24.2 341 (93) 280 (104) 621 (188)
For graduation 23.4 312 (101) 259 (110) 570 (203)
For learning 30.9 310 (97) 256 (106) 566 (196)
To assess language program 10.4 306 (97) 250 (105) 556 (194)
For promotion 11.2 292 (93) 237 (101) 530 (185)
*SD = Standard Deviation
Worldwide Report 2017 11
Age
A closer look at the demographic categories revealed that across all countries, the typical TOEIC® test taker was between 21 and 25 years of age (39%), 22% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 24% were 31 years of age or older. Hong Kong (69%), Greece (64%), Indonesia (61%), and India (55%) had a high percentage of test takers that were under 20 years of age. Italy (83%), Morocco (71%), Belgium (69%), and Macao and Vietnam (65%) had the highest percentage of
test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (36%), and Senegal (32%) had the highest proportion of test takers.
Figure 2 shows the mean total TOEIC scores as illustrated by a composite of listening comprehension and reading comprehension scores.
10:47 Thursday, April 12, 2018 13
Age
A closer look at the demographic categories revealed that across all countries, the typical TOEIC® test taker was between 21 and 25 years of age (39%), 22% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 24% were 31 years of age or older. Hong Kong (69%), Greece (64%), Indonesia (61%), and India (55%) had a high percentage of test takers that were under 20 years of age. Italy (83%), Morocco (71%), Belgium (69%), and Macao and
Vietnam (65%) had the highest percentage of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (36%), and Senegal (32%) had the highest proportion of test takers.
Figure 2 shows the mean total TOEIC scores as illustrated by a composite of listening comprehension and reading comprehension scores.
TOEIC® Listening and Reading Comprehension Scores Across Age Levels
Figure 2: Mean TOEIC Scores Across Age Levels
Listening Reading
26 - 30
21 - 25
31 - 35
36 - 40
41 - 45
Over 45
Under 20
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
278 217
330 274
346 290
324 270
310 262
303 254
295 247
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
12 Worldwide Report 2017
Gender
Overall, a larger proportion of males than females took the TOEIC® Listening and Reading test (as shown in Table 2). Countries that had a large male test-taking population include Turkey (63%), Japan and Lebanon (62%), Italy (61%), and Ivory Coast (60%).
In some countries; however, there was a higher proportion of female than male test takers. These
countries include Albania (69%), Thailand (65%), and India and Costa Rica (60%). In other countries the ratio of male to female test takers was fairly equal.
Figure 3 shows that females had higher average total scores than males for both listening and reading.
10:37 Thursday, April 12, 2018 14Gender
Overall, a larger proportion of males than females took the TOEIC® Listening and Reading test (as shown in Table 2). Countries that had a large male test-taking population include Turkey (63%), Japan and Lebanon (62%), Italy (61%), and Ivory Coast (60%).
In some countries; however, there was a higher proportion of female than male test takers. These
countries include Albania (69%), Thailand (65%), and India and Costa Rica (60%). In other countries the ratio of male to female test takers was fairly equal.
Figure 3 shows that females had higher average total scores than males for both listening and reading.
TOEIC® Listening and Reading Comprehension Scores Across Gender
Figure 3: Mean TOEIC Scores Across Gender
Listening Reading
Female
Male
Mean Total TOEIC Score
0 100 200 300 400 500 600
327 265
307 257
TOEIC® Listening and Reading Comprehension Scores Across Gender
Commented [GR6]: Not sure we need to capitalize since we are not using the full test name.
Figure 3: Mean TOEIC Scores Across Gender
TOEIC® Listening and Reading Comprehension Scores Across Gender
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2017 13
Education
The majority of test takers (50%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the TOEIC ® Background Questionnaire. A higher percentage of women (52%) than men (49%) held or were pursuing an undergraduate degree. In contrast, more men (13%) than women (10%) held or were pursuing a graduate degree.
Because of differences among countries in educational systems, comparisons of educational level are somewhat
subjective. Results show that Thailand (80%), Korea (78%), the Philippines (73%), and Mexico (71%) had the highest proportion of test takers with an undergraduate degree, while Morocco (77%), Algeria and India (72%), and Gabon (70%) had the largest proportion of test takers holding or pursuing graduate degrees. Chile (72%) and Peru (62%) had the highest proportion of test takers with a vocational degree after high school.
10:37 Thursday, April 12, 2018 15Education
The majority of test takers (50%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the TOIEC® Background Questionnaire. A higher percentage of women (52%) than men (49%) held or were pursuing an undergraduate degree. In contrast, more men (13%) than women (10%) held or were pursuing a graduate degree.
Because of differences among countries in educational systems, comparisons of educational level are somewhat
subjective. Results show that Thailand (80%), Korea (78%), the Philippines (73%), and Mexico (71%) had the highest proportion of test takers with an undergraduate degree, while Morocco (77%), Algeria and India (72%), and Gabon (70%) had the largest proportion of test takers holding or pursuing graduate degrees. Chile (72%) and Peru (62%) had the highest proportion of test takers with a vocational degree after high school.
TOEIC®Listening and Reading Comprehension Scores Across Education
Figure 4 : Mean TOEIC Scores Across Education
Listening Reading
Graduate school
Undergraduate college
Junior high school
Elementary school
High school
Community college
Language institution
Vocational school after high school
Vocational school
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
283 228
293 220
279 216
248 178
264 194
271 213
337 282
356 315
271 190
TOEIC® Listening and Reading Comprehension Scores Across Education
Figure 4: Mean TOEIC Scores Across Education
TOEIC® Listening and Reading Comprehension Scores Across Education
Mean Total TOEIC Score
Listening Reading
14 Worldwide Report 2017
Academic Major
The largest percentage of TOEIC ® Listening and Reading test takers majored in Engineering (26%). The highest percentages of test takers with an Engineering major were in Morocco (49%), Cameroon (47%), and Tunisia (45%). Business related and liberal arts were the second most popular majors with 19%, respectively. Countries with a high percentage of test takers with business-related majors include Ivory Coast (59%), Germany (52%), Albania (50%), and Czech Republic
(47%). Countries with a high percentage of test takers with liberal arts include Costa Rica (38%), Macao (28%), Malaysia (24%), Japan (22), and Hong Kong (20%).
Across all test takers, more females (31%) majored in liberal arts than males (10%) and more males (38%) majored in engineering than females (11%).
10:38 Thursday, April 12, 2018 16Academic Major
The largest percentage of TOEIC® Listening and Reading test takers majored in Engineering (26%). The highest percentages of test takers with an Engineering major were in Morocco (49%), Cameroon (47%), and Tunisia (45%). Business related and liberal arts were the second most popular majors with 19%, respectively. Countries with a high percentage of test takers with business-related majors include Ivory Coast (59%), Germany (52%), Albania (50%), and Czech Republic
(47%). Countries with a high percentage of test takers with liberal arts include Costa Rica (38%), Macao (28%), Malaysia (24%), Japan (22), and Hong Kong (20%).
Across all test takers, more females (31%) majored in liberal arts than males (10%) and more males (38%) majored in engineering than females (11%).
TOEIC®Listening and Reading Comprehension Scores Across Major
Figure 5 : Mean TOEIC Scores Across Major
Listening Reading
Social studies
Business related
Liberal arts
Sciences
Engineering
Health related
Other
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
333 269
328 277
326 277
314 267
304 250
305 253
295 231
TOEIC® Listening and Reading Comprehension Scores Across Major
Figure 5: Mean TOEIC Scores Across Major
TOEIC® Listening and Reading Comprehension Scores Across Major
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2017 15
Employment Status
Overall the majority of TOEIC® Listening and Reading test takers were full-time students (52%). Countries such as the Philippines (84%), Canada (83%), Hong Kong (82%), and Macao (80%) had the highest proportion of full time students. 38% of test takers indicated they were full time employees.
Results show that testing populations in Peru (69%), Russia and Poland (63%), and Brazil (59%) were mostly full-time employees.
More males (46%) than females (25%) are full-time employees. More females (61%) than males (45%) are full-time students.
10:38 Thursday, April 12, 2018 17Employment Status
Overall the majority of TOEIC® Listening and Reading test takers were full-time students (52%). Countries such as the Philippines (84%), Canada (83%), Hong Kong (82%), and Macao (80%) had the highest proportion of full time students. 38% of test takers indicated they were full time employees.
Results show that testing populations in Peru (69%), Russia and Poland (63%), and Brazil (59%) were mostly full time employees.
More males (46%) than females (25%) are full-time employees. More females (61%) than males (45%) are full-time students.
TOEIC®Listening and Reading Comprehension Scores Across Current Status
Figure 6 : Mean TOEIC Scores Across Current Status
Listening Reading
Not employed
Part time employee
Full time student
Full time employee
Mean Total TOEIC Score0 100 200 300 400 500 600 700
305 253
332 277
362 302
311 253
TOEIC® Listening and Reading Comprehension Scores Across Current Status
Figure 6: Mean TOEIC Scores Across Current Status
TOEIC® Listening and Reading Comprehension Scores Across Current Status
Mean Total TOEIC Score
Listening Reading
16 Worldwide Report 2017
Type of Industry
As seen in Table 2, most test takers who were employed full-time worked in either the manufacturing or service industries.
Figures 7a (Service), 7b (Manufacturing) and 7c (Other than Service or Manufacturing) provide average TOEIC® Listening and Reading scores for the various industry types.
10:38 Thursday, April 12, 2018 18Type of Industry
As seen in Table 2, most test takers who were employed full-time worked in either the manufacturing or service industries.
Figures 7a (Service), 7b (Manufacturing) and 7c (Other than Service or Manufacturing) provide average TOEIC®
Listening and Reading scores for the various industry types.
Figure 7a: Mean TOEIC Scores Across Type of Industry (Service)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7a: Mean TOEIC Scores Across Type of Industry (Service)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2017 1710:39 Thursday, April 12, 2018 19
TOEIC®Listening and Reading Comprehension Scores Across Type of Industry
Figure 7b : Mean TOEIC Scores Across Type of Industry
Listening Reading
Manufacturing-Pharmaceuticals
Manufacturing-Clothing
Manufacturing-Food
Manufacturing-Glass
Manufacturing-Other
Manufacturing-Petroleum
Manufacturing-Chemicals
Manufacturing-Metals
Manufacturing-Machinery
Manufacturing-Vehicles
Manufacturing-Electronic
Manufacturing-Fabric
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
316 265
332 288
294 248
270 219
303 258
284 237
286 233
272 219
281 225
304 263
329 266
308 256
Figure 7b: Mean TOEIC Scores Across Type of Industry (Manufacturing)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7b: Mean TOEIC Scores Across Type of Industry (Manufacturing)
10:39 Thursday, April 12, 2018 20TOEIC®Listening and Reading Comprehension Scores Across Type of Industry
Figure 7c : Mean TOEIC Scores Across Type of Industry
Listening Reading
Mass Media
Other
Public Utility Production
Trading
Finance
Real Estate
Insurance
Retail/Wholesale
Agriculture
Telecommunication
Transportation
Construction
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
297 260
292 242
338 299
358 305
305 252
310 249
334 281
321 279
314 270
320 269
309 247
348 298
Figure 7c: Mean TOEIC Scores Across Type of Industry (Other)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7c: Mean TOEIC Scores Across Type of Industry (Other)
Listening Reading
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Mean Total TOEIC Score
Listening Reading
Mean Total TOEIC Score
18 Worldwide Report 2017
Type of Job
The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was scientific/technical professionals (31%).
Tunisia (43%), Jordan and Gabon (42%), and Japan (41%) had the largest percentage of test takers working in scientific/technical positions. For management positions, El Salvador (67%) and Lebanon (37%) had the largest percentage of test takers. For teaching/
training positions, Costa Rica (55%) and the Philippines (34%) had the largest percentage of test takers.
Overall, more females (10%) worked in teaching/training positions than males (3%), and more males (39%) worked in scientific/technical positions than females (15%).
10:39 Thursday, April 12, 2018 21Type of Job
The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was scientific/technical professionals (31%).
Tunisia (43%), Jordan and Gabon (42%), and Japan (41%) had the largest percentage of test takers working in scientific/technical positions. For management positions, El Salvador (67%) and Lebanon (37%) had the largest percentage of test takers. For teaching/training positions, Costa Rica (55%) and the
Philippines (34%) had the largest percentage of test takers.
Overall, more females (10%) worked in teaching/training positions than males (3%), and more males (39%) worked in scientific/technical positions than females (15%).
TOEIC®Listening and Reading Comprehension Scores Across Type of Job
Figure 8 : Mean TOEIC Scores Across Type of Job
Listening Reading
Teaching/Training
Management
Professional Specialist
Services
Clerical/Administrative
Marketing/Sales
Technician
Scientific/Technical Professionals
Other
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
336 298
290 240
359 312
329 286
300 247
311 257
330 274
332 272
290 238
TOEIC® Listening and Reading Comprehension Scores Across Type of Job
Figure 8: Mean TOEIC Scores Across Type of Job
TOEIC® Listening and Reading Comprehension Scores Across Type of Job
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2017 19
Years Spent Studying English
Similar to the results from previous years, 2017 test takers exhibited very similar patterns in the length of time spent studying English. 79% of 2017 test takers indicated that they studied English for six or more years.
Brazil (42%), and Colombia and Mongolia (39%) had the largest percentages of test takers that studied English for less than 4 years.
In contrast, countries that had a high proportion of test takers who have studied English for more than ten years include Hong Kong (74%), Malaysia (72%), Macao (70%), the Philippines (69%), and India (68%).
10:40 Thursday, April 12, 2018 22Years Spent Studying English
Similar to the results from previous years, 2017 test takers exhibited very similar patterns in the length of time spent studying English. 79% of 2017 test takers indicated that they studied English for six or more years.
Brazil (42%), and Colombia and Mongolia (39%) had the largest percentages of test takers that studied English for less than 4 years.
In contrast, countries that had a high proportion of test takers who have studied English for more than ten years include Hong Kong (74%), Malaysia (72%), Macao (70%), the Philippines (69%), and India (68%).
TOEIC®Listening and Reading Comprehension Scores Across Years Spent Studying English
Figure 9 : Mean TOEIC Scores Across Years Spent Studying English
Listening Reading
> 10 years
6 - 10 years
4 - 6 years
<= 4 years
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
261 201
272 213
298 243
356 304
TOEIC® Listening and Reading Comprehension Scores Across Years Spent Studying English
Figure 9: Mean TOEIC Scores Across Years Spent Studying English
TOEIC® Listening and Reading Comprehension Scores Across Years Spent Studying English
Listening Reading
Mean Total TOEIC Score
20 Worldwide Report 2017
Type of Language Skill Most Emphasized When Studying English
“listening and speaking” skills were the skills most emphasized.
Test takers from Canada (73%), India (60%), Albania (53%), and Germany (50%) indicated an emphasis on all four English language skills.
10:40 Thursday, April 12, 2018 23Type of Language Skill Most Emphasized When Studying English
After indicating the number of years spent studying English, test takers were asked to identify which language skills were most emphasized during their studies. 21% of all test takers indicated that all four English language skills (listening, reading, speaking, and writing) were emphasized. However, a slightly higher percentage of test
takers (23%) indicated that ”listening and speaking” skills were the skills most emphasized.
Test takers from Canada (73%), India (60%), Albania (53%), and Germany (50%) indicated an emphasis on all four English language skills.
TOEIC®Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Figure 10 : Mean TOEIC Scores Across Language Skills Most Emphasized
Listening Reading
Listening, Reading, Speaking and Writing
Speaking
Listening & Speaking
Reading & Writing
Reading
Listening
Writing
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
287 228
287 245
323 261
280 231
323 259
311 268
356 304
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Figure 10: Mean TOEIC Scores Across Language Skills Most Emphasized
After indicating the number of years spent studying English, test takers were asked to identify which language skills were most emphasized during their studies. 21% of all test takers indicated that all four English language skills (listening, reading, speaking, and writing) were emphasized. However, a slightly higher percentage of test takers (23%) indicated that
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2017 21
Daily English Use Requirement
In response to the question “How much time must you use English in your daily life?,” 44% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries that had a large proportion of test takers in this category include Macao and Japan (46%), Reunion and China (44%), and Korea (43%).
10:40 Thursday, April 12, 2018 24Daily English Use Requirement
In response to the question “How much time must you use English in your daily life?”, 44% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries that had a large proportion of test takers in this category include Macao and Japan (46%), Reunion and China (44%), and Korea (43%).
Test takers from Peru and El Salvador (35%), Hong Kong (31%), and Italy, Russia, Indonesia, Argentina, Macao, and Morocco (30%) responded that they spent 11-20% of their daily life using English. Test takers in Canada (57%), India (46%), and El Salvador (43%) indicated that they spend 51-100% of their daily life using English.
TOEIC®Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Figure 11 : Mean TOEIC Scores Across Time Spent Daily Using English
Listening Reading
51-100%
21-50%
11-20%
1-10%
None
Mean Total TOEIC Score
0 100 200 300 400 500 600 700 800
274 222
310 255
339 282
357 300
387 330
TOEIC® Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Figure 11: Mean TOEIC Scores Across Time Spent Daily Using English
TOEIC® Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Listening Reading
Mean Total TOEIC Score
Test takers from Peru and El Salvador (35%), Hong Kong (31%), and Italy, Russia, Indonesia, Argentina, Macao, and Morocco (30%) responded that they spent 11–20% of their daily life using English. Test takers in Canada (57%), India (46%), and El Salvador (43%) indicated that they spend 51–100% of their daily life using English.
22 Worldwide Report 2017
Most Frequently Used Language Skill
(38%), and Guadeloupe and Madagascar (35%). 9% of test takers indicated that they use all four language skills equally.
Overall, males were more inclined than females (37% vs. 27%) to choose reading as the English-language skill they used most often.
10:41 Thursday, April 12, 2018 25
Most Frequently Used Language Skill
33% of all test takers indicated that Reading was the English language skill that they used most often. Peru (41%), Chile and Taiwan (40%), Japan (38%), and Brazil (37%) had the highest percentage of test takers with reading as their most used skill. For listening, 19% of all test takers indicated that was the skill used most often. Countries that had a high percentage of test takers selecting ”listening” include Gabon and Reunion (38%),
and Guadeloupe and Madagascar (35%). 9% of test takers indicated that they use all four language skills equally.
Overall, males were more inclined than females (37% vs. 27%) to choose reading as the English-language skill they used most often.
TOEIC®Listening and Reading Comprehension Scores Across English Language Skills Used Most Often
Figure 12 : Mean TOEIC Scores Across English Language Skills Used Most Often
Listening Reading
Listening, Reading, Speaking and Writing
Reading & Writing
Listening & Speaking
Reading
Listening
Speaking
Writing
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
304 244
306 263
304 240
292 239
331 265
340 291
368 312
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often
Figure 12: Mean TOEIC Scores Across English Language Skills Used Most Often
33% of all test takers indicated that Reading was the English language skill that they used most often. Peru (41%), Chile and Taiwan (40%), Japan (38%), and Brazil (37%) had the highest percentage of test takers with reading as their most used skill. For listening, 19% of all test takers indicated that was the skill used most often. Countries that had a high percentage of test takers selecting “listening” include Gabon and Reunion
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2017 23
Difficulty With English Affecting Communication
When asked “How often has difficulty with English affected your ability to communicate?,” 34% of all test takers responded “sometimes,” 22% responded that difficulty with English “seldom” affected their ability
to communicate, and 18% responded that difficulty with English “frequently” affected their ability to communicate.
10:41 Thursday, April 12, 2018 26Difficulty with English Affecting Communication
When asked “How often has difficulty with English affected your ability to communicate?”, 34% of all test takers responded “sometimes”, 22% responded that difficulty with English “eldom” affected their ability to communicate, and 18% responded that difficulty with English “frequently” affected their ability to communicate.
TOEIC®Listening and Reading Comprehension Scores Across Difficulty with English Communication
Figure 13 : Mean TOEIC Scores Across Difficulty with English Communication
Listening Reading
Sometimes
Frequently
Seldom
Almost never
Almost always
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
290 239
319 265
334 279
320 264
290 233
TOEIC® Listening and Reading Comprehension Scores Across Difficulty with English Communication
Figure 13: Mean TOEIC Scores Across Difficulty with English Communication
TOEIC® Listening and Reading Comprehension Scores Across Difficulty with English Communication
Listening Reading
Mean Total TOEIC Score
24 Worldwide Report 2017
Time Spent in a Native English-Speaking Country
10:41 Thursday, April 12, 2018 27Time Spent in a Native English-Speaking Country
Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” Only 11% of all test takers indicated that they had spent six months or more in a country in which English was the main spoken language. 65% indicated that they have never spent time in an English-speaking country.
TOEIC®Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Figure 14 : Mean TOEIC Scores Across Time in English-Speaking Country
Listening Reading
Yes, > 2 years
Yes, 1-2 years
Yes, 6-12 months
Yes, < 6 months
No
Mean Total TOEIC Score
0 100 200 300 400 500 600 700 800
298 246
332 274
388 322
392 327
415 353
TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Figure 14: Mean TOEIC Scores Across Time Spent in English-Speaking Country
Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” Only 11% of all test takers indicated that they had spent
six months or more in a country in which English was the main spoken language. 65% indicated that they have never spent time in an English-speaking country.
TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2017 25
Purpose for Time in a Native English-Speaking Country
More females (37%) than males (21%) indicated that the purpose was to participate in a language program. More males (21%) than females (6%) indicated that the purpose was to work.
10:42 Thursday, April 12, 2018 28Purpose for Time in a Native English-Speaking Country
In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?,” 30% indicated travel as the purpose for spending the time. 29% of test takers indicated they did so for the purpose of participating in a language program.
More females (37%) than males (21%) indicated that the purpose was to participate in a language program. More males (21%) than females (6%) indicated that the purpose was to work.
TOEIC®Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country
Figure 15 : Mean TOEIC Scores Across Purpose for Time in English-Speaking Country
Listening Reading
To study
Other
To participate in language program
To work
To travel
Mean Total TOEIC Score
0 100 200 300 400 500 600 700 800
380 321
356 290
330 273
340 287
380 315
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country
Figure 15: Mean TOEIC Scores Across Purpose for Time in English-Speaking Country
In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?,” 30% indicated travel as the purpose for spending the time. 29% of test takers indicated they did so for the purpose of participating in a language program.
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country
Mean Total TOEIC Score
Listening Reading
26 Worldwide Report 2017
TOEIC® Test-Taking Experience
The percentage of test takers who had previously taken the TOEIC® Listening and Reading test varied widely across countries, from a low of 10% and 17% in Canada and Belgium, respectively, to a high of 79% and 77% in Korea and Japan, respectively.
10:43 Thursday, April 12, 2018 29TOEIC® Test-Taking Experience
The percentage of test takers who had previously taken the TOEIC® Listening and Reading test varied widely across countries, from a low of 10% and 17% in Canada and Belgium, respectively, to a high of 79% and 77% in Korea and Japan, respectively.
The majority of test takers (71%) had taken the TOEIC Listening and Reading test before, with the largest percentage of test takers (40%) having taken the TOEIC Listening and Reading test three or more times previously.
TOEIC®Listening and Reading Comprehension Scores Across Times Taken TOEIC
Figure 16 : Mean TOEIC Scores Across Times Taken TOEIC
Listening Reading
Three times or more
Twice
Once
Never
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
294 244
307 252
316 259
340 282
Section Scores Across Number of Times the TOEIC® Listening and Reading Test was Taken
Figure 16: Mean TOEIC Scores Across Number of Times taken TOEICFigure 16: Mean TOEIC Scores Across Number of Times taken TOEIC
The majority of test takers (71%) had taken the TOEIC Listening and Reading test before, with the largest percentage of test takers (40%) having taken the TOEIC Listening and Reading test three or more times previously.
Section Scores Across Number of Times the TOEIC® Listening and Reading Test was Taken
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2017 27
Purpose for Taking the TOEIC® Listening and Reading Test
A high percentage of test takers indicated that the purpose of taking the TOEIC Listening and Reading test was for learning (31%), job application (24%), and graduation (23%).
A large proportion of test takers in Jordan and Thailand (55%), Korea and Costa Rica (45%), and Mongolia (40%) took the test for job application purposes.
10:43 Thursday, April 12, 2018 30Purpose for Taking the TOEIC® Listening and Reading Test
A high percentage of test takers indicated that the purpose of taking the TOEIC Listening and Reading test was for learning (31%), job application (24%), and graduation (23%).
A large proportion of test takers in Jordan and Thailand (55%), Korea and Costa Rica (45%), and Mongolia (40%) took the test for job application purposes.
For learning purposes, Japan (43%), and Argentina and Hong Kong (37%) had the highest proportion of test takers.
For graduation, Gabon, Morocco, and Senegal (80%), El Salvador (78%), and Albania (76%) had a highest percentage of test takers.
TOEIC®Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC Test
Figure 17 : Mean TOEIC Scores Across Purpose for Taking TOEIC Test
Listening Reading
For job application
For graduation
For learning
To assess language program
For promotion
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
341 280
292 237
306 250
310 256
312 259
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC® Test
Figure 17: Mean TOEIC Scores Across Purpose for Taking the TOEIC Test
For learning purposes, Japan (43%), and Argentina and Hong Kong (37%) had the highest proportion of test takers.
For graduation, Gabon, Morocco, and Senegal (80%), El Salvador (78%), and Albania (76%) had a highest percentage of test takers.
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC® Test
Listening Reading
Mean Total TOEIC Score
28 Worldwide Report 2017
APPENDIX A
Copyright ©2017. EDUCATIONAL TESTING SERVICE, ETS, ETS logo and TOEIC are registered trademarks of Educational Testing Service.
Background Questionnaire
4. If you are currently employed, which industry best describes that of your current employer?
01. Agriculture/fishing/forestry/mining02. Construction/building design03. Manufacturing—food04. Manufacturing—pharmaceuticals05. Manufacturing—chemicals06. Manufacturing—fabric/paper07. Manufacturing—oil/petroleum/rubber08. Manufacturing—steel/other metals09. Manufacturing—machinery/fine machinery10. Manufacturing—electronic 11. Manufacturing—vehicles (includes
manufacturing of all modes of transportation)12. Manufacturing—cement/glass13. Manufacturing—clothing14. Manufacturing—other15. Service—education (high school equivalent
or below)16. Service—education (college equivalent or
above, assessment, research)17. Service—court/legislative/municipal/
prefecture18. Service—foreign affairs19. Service—armed forces20. Service—health/hospital/medical research 21. Service—hotel/recreation/restaurant/travel22. Service—other23. Public utilities production/management
(electricity/water supply)24. Broadcasting/mass media25. Telecommunication26. Retail/wholesale27. Trading28. Accounting/banking/finance/security29. Insurance30. Real estate31. Transportation32. Other
5. If you are currently employed, which of the following best describes the type of job you do? (The jobs shown in parentheses are examples only.)
A. Management (executive, manager, director)B. Scientific/technical professionals (engineer,
mathematician, programmer, researcher, scientist)
C. Teaching/training D. Professional specialist (accountant, broker,
financial specialist, lawyer)
Read the choices below each question and select the one best answer. Fill in only one answer for each question.
Section I. Your educational and/or work-related background
1. Choose either the level of education in which you are currently enrolled or the highest level that you have completed.
A. Elementary school (primary school)B. General secondary school (junior high
school)C. Secondary school for university entrance
qualification or equivalent (high school)D. Vocational/technical high schoolE. Vocational/technical school after high schoolF. Community/junior college (for associate
degree)G. Undergraduate college or university (for
bachelor’s degree)H. Graduate or professional school (for
master’s or doctoral degree)I. Language institution
2. Choose the major that you are currently enrolled in or the major of your highest degree. (The majors shown in parentheses are examples only.)
A. Liberal arts (education, fine arts, languages, literature, music, psychology)
B. Social studies/law (international studies, law studies, political science, sociology)
C. Accounting/business/economicsD. Finance/marketing/tradingE. Sciences (agriculture, computer science,
mathematics, physics, statistics)F. Health (medicine, nursing, pharmacy, public
health)G. Engineering/architectureH. Other/none
3. Which of the following best describes your current status?
A. I am employed full-time (including self-employed).
B. I am employed part-time and/or study part-time.
C. I am not employed. (Skip to Question #6.)D. I am a full-time student. (Skip to Question #6.)
Worldwide Report 2017 29
APPENDIX A (continued)
E. Technician (carpenter, electrician, equipment operator, plumber)
F. Marketing/sales (foreign exchange broker, marketing analyst, real estate agent, sales representative, travel agent)
G. Clerical/administrative (office staff member, receptionist, secretary)
H. Services (customer service representative, human resources representative, hotel staff member, public relations representative)
I. Other
Section II.
Your English-language experience
6. How many years have you spent studying English?
A. Less than or equal to 4 yearsB. More than 4 years but less than or equal to
6 yearsC. More than 6 years but less than or equal to 10
yearsD. More than 10 years
7. Which of the following language skills are/were most emphasized?
A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing
8. How much time must you use English in your daily life?
A. None at allB. 1 to 10%C. 11 to 20% D. 21 to 50% E. 51 to 100%
9. Which of the following English-language skills do you use most often?
A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing
10. How often has difficulty with English affected your ability to communicate?
A. Almost neverB. SeldomC. SometimesD. FrequentlyE. Almost always
11. Have you ever lived in a country in which English is the main spoken language?
A. No (Skip to Question #13.)B. Yes, for less than 6 monthsC. Yes, for 6 to 12 monthsD. Yes, for more than 1 but less than or
equal to 2 yearsE. Yes, for more than 2 years
12. What was your main purpose for living in a country in which English is the main spoken language?
A. To study (in other than an English-language program)
B. To participate in an English-language program
C. To travel (not work related)D. To workE. Other
Section III.
Your experience in taking the TOEIC® test
13. Before today, how many times have you taken the TOEIC test?
A. Never B. OnceC. TwiceD. Three times or more
14. What is your main purpose for taking today’s TOEIC test?
A. For a job applicationB. For promotionC. To assess the effectiveness of an English-
language programD. To assess future learning needsE. To graduate from a course of study
Background Questionnaire - Side 2
30 Worldwide Report 2017
APPENDIX B
Response Rates to Each Background Question
N Response Rate
Total Number of People Using the Background Questionnaire 4,993,087 .
Education 4,007,764 80%
Major 3,649,994 73%
Current Status 4,080,861 82%
Type of Industry 1,620,359 95%
Type of Job 1,382,281 81%
Years Spent Studying English 3,636,031 73%
Language Skills Most Emphasized 3,622,118 73%
Time Spent Daily Using English 3,626,441 73%
English Language Skills Used Most Often 3,593,120 72%
Difficulty with English Communication 3,606,856 72%
Time in English-Speaking Country 3,588,974 72%
Purpose for Time in English-Speaking Country 1,246,826 99%
Number of Times the TOEIC Test Was Taken 3,617,950 72%
Purpose for Taking the TOEIC Test 3,742,891 75%
*Note: N = 1,704,138 was used to calculate response rates for question 4 and 5 (after excluding test takers who selected option 03 and 04 in question 3); N = 1,259,046 was used to calculate response rate for question 12 (after excluding test takers who selected option 01 in question 11).
Worldwide Report 2017 31
APPENDIX C
Correlations Between Listening and Reading Scores by Region
Region Correlations
Africa 0.86
Asia 0.85
Europe 0.87
North America 0.91
South America 0.89
L I S T E N I N G
R E A D I N G
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