toeic 2016 report on test takers worldwide · 4 . worldwide report 2016. mean . toeic ® scores...
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2016 Report on Test Takers Worldwide:The TOEIC® Listening and Reading Test
Worldwide Report 2016 1
Table of Contents
Page
The TOEIC® Background Questionnaire ......................................................................................................................2
Description of TOEIC® Listening and Reading Test Takers in 2016 ............................................................................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 By Region ...................................................................31
2 Worldwide Report 2016
The TOEIC ® Background Questionnaire is a self-survey that gathers information about TOEIC test takers’ educational background, work experience, English language study and use, and the TOEIC test-taking experience. Responses to the questionnaire enable users to learn more about the backgrounds of people who take the test and some of the factors that affect their TOEIC scores and related improvement in English proficiency. Test takers are asked to complete the TOEIC Background Questionnaire before taking the TOEIC test.
The TOEIC Background Questionnaire is presented in Appendix A.
This report is based on the information gathered from all test takers who completed the TOEIC Background Questionnaire administered in 2016.
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
Worldwide Report 2016 3
Description of TOEIC® Listening and Reading Test Takers in 2016
Background information was collected from all of the test takers who took the TOEIC® Listening and Reading test in 2016, 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 (40%) were between 21 and 25 years of age;
• 54% of test takers were male;
• Most test takers (54%) had an undergraduate degree or were pursuing one;
• 23% of the test takers majored in Engineering while 20% and 19% majored in Business and Liberal Arts, respectively;
• 54% of test takers were full-time students, while 36% were employed full-time;
• 32% of test takers worked in scientific/technical professional positions, and 15% worked in clerical or administrative positions;
• 81% of test takers had spent more than 6 years studying English;
• 25% 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;
• 18% 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;
• 32% of test takers indicated travel as purpose for time in English-speaking countries;
• 44% of test takers who took the TOEIC® test in 2016 had previously taken it three or more times;
• 31% of test takers had taken the TOEIC test for learning and 27% for job application purpose.
4 Worldwide Report 2016
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.
2016 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(99)
258(105)
334(121)
293(123)
334(113)
303(115)
353(101)
307(102)
372(93)
336(100)
Figure 1: Mean TOEIC Scores by Region
*Note: All charts reflect results only for categories containing 500 or more test takers. Mexico is included in the data for North America.
2016 Worldwide TOEIC® Listening and Reading Comprehension Scores
Reading Means (SD)Listening Means (SD)
Worldwide Report 2016 5
Table 1: Mean Performance by Native Country
CountryListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*CANADA 433 (68) 399 (80) 833 (142)
GERMANY 429 (74) 360 (101) 789 (168)
SWITZERLAND 411 (82) 372 (91) 783 (166)
BELGIUM 404 (86) 378 (85) 782 (163)
CZECH REPUBLIC 408 (84) 359 (102) 767 (180)
COSTA RICA 400 (89) 356 (95) 756 (177)
ITALY 381 (71) 363 (75) 744 (138)
JORDAN 400 (87) 331 (104) 732 (184)
LEBANON 390 (105) 340 (117) 729 (217)
FRANCE 377 (90) 343 (95) 720 (179)
PORTUGAL 376 (107) 336 (118) 713 (219)
PHILIPPINES 388 (78) 322 (97) 709 (168)
RUSSIA 378 (102) 328 (115) 706 (211)
COLOMBIA 371 (95) 334 (102) 705 (190)
ARGENTINA 365 (113) 337 (115) 702 (223)
MOROCCO 377 (88) 325 (96) 702 (177)
SPAIN 358 (96) 341 (96) 699 (185)
TUNISIA 371 (91) 323 (95) 694 (178)
KOREA (ROK) 370 (84) 309 (98) 679 (174)
CHILE 346 (122) 314 (119) 661 (235)
ALGERIA 345 (102) 300 (103) 645 (197)
MALAYSIA 360 (92) 285 (109) 644 (194)
REUNION 336 (102) 303 (105) 639 (200)
UKRAINE 348 (99) 281 (115) 629 (208)
CAMEROON 332 (95) 296 (90) 627 (174)
BRAZIL 329 (110) 298 (113) 627 (217)
PERU 329 (116) 297 (116) 626 (225)
COTE D`IVOIRE (IVORY COAST) 321 (97) 297 (97) 617 (186)
GREECE 336 (80) 266 (81) 602 (151)
SENEGAL 320 (104) 279 (101) 599 (198)
EL SALVADOR 320 (100) 276 (102) 596 (196)
GABON 320 (95) 276 (95) 596 (182)
INDIA 326 (113) 270 (117) 596 (222)
GUADELOUPE 315 (108) 273 (106) 588 (206)
CHINA, PEOPLE`S REPUBLIC 302 (96) 284 (101) 586 (186)
POLAND 329 (109) 250 (124) 579 (226)
MEXICO 308 (120) 266 (119) 573 (233)
TURKEY 314 (107) 255 (114) 569 (213)
WEST BANK 314 (113) 248 (120) 561 (227)
TAIWAN 295 (97) 240 (101) 534 (189)
JAPAN 288 (92) 228 (96) 516 (180)
HONG KONG 291 (103) 225 (112) 515 (208)
VIETNAM 269 (87) 238 (92) 507 (171)
THAILAND 287 (101) 209 (96) 496 (190)
ALBANIA 262 (115) 210 (109) 472 (219)
MONGOLIA 265 (106) 193 (100) 459 (196)
EGYPT 248 (147) 204 (137) 452 (279)
MACAO 259 (87) 185 (89) 443 (169)
INDONESIA 227 (100) 171 (92) 397 (185)
*SD = Standard Deviation
6 Worldwide Report 2016
Relationship Among TOEIC Listening and Reading Scores
The 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 2015 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 two 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 15.4 349 (93) 291 (102) 639 (188)
21 – 25 40.2 337 (95) 279 (103) 617 (190)
31 – 35 7.7 327 (98) 272 (105) 599 (195)
36 – 40 5.6 311 (98) 262 (105) 573 (195)
41 – 45 4.2 304 (100) 253 (108) 557 (200)
Over 45 5.8 297 (100) 246 (107) 544 (200)
Under 20 21.1 277 (97) 215 (99) 492 (187)
Gen
der Female 45.7 333 (98) 269 (106) 602 (196)
Male 54.3 310 (99) 258 (107) 567 (199)
Ed
ucat
ion
Graduate school 11.1 358 (87) 316 (96) 673 (175)
Undergraduate college 53.6 346 (90) 288 (99) 634 (181)
Elementary school 0.3 281 (111) 227 (109) 508 (212)
Junior high school 0.5 290 (108) 215 (105) 505 (204)
High school 6.5 279 (105) 214 (107) 493 (204)
Community college 21.2 272 (89) 211 (90) 483 (171)
Language institution 1.1 272 (103) 193 (101) 465 (195)
Vocational school after high school 3.4 260 (98) 190 (93) 449 (183)
Vocational school 2.3 241 (83) 170 (77) 411 (152)
*SD = Standard Deviation
Worldwide Report 2016 7
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Maj
or
Social studies 10.7 336 (97) 283 (105) 618 (195)
Liberal arts 19.0 341 (96) 274 (106) 615 (195)
Business related 19.5 329 (100) 278 (107) 607 (200)
Sciences 10.7 322 (95) 271 (103) 593 (190)
Engineering 23.4 319 (94) 264 (101) 582 (188)
Other 5.6 313 (100) 245 (106) 558 (197)
Health related 11.0 289 (95) 233 (100) 522 (187)
Cur
rent
sta
tus Not employed 6.9 363 (86) 302 (97) 665 (175)
Part time employee 4.1 334 (104) 278 (112) 611 (209)
Full time student 53.5 320 (98) 261 (106) 581 (196)
Full time employee 35.5 306 (98) 251 (105) 558 (195)
Typ
e o
f in
dus
try
Service-Education (High school or below) 2.1 369 (91) 320 (100) 689 (184)
Service-Foreign Affairs 0.1 363 (101) 324 (107) 687 (200)
Mass Media 0.9 361 (91) 305 (103) 666 (186)
Other 4.0 353 (93) 301 (102) 654 (186)
Public Utility Production 1.2 347 (92) 304 (98) 651 (182)
Service-Education (College or above) 2.9 351 (103) 300 (115) 651 (211)
Manufacturing-Pharmaceuticals 1.9 335 (89) 289 (97) 623 (178)
Trading 2.9 337 (94) 280 (103) 617 (190)
Service-Legislative 3.4 329 (96) 279 (106) 608 (195)
Finance 5.2 325 (98) 281 (105) 606 (195)
Service-Armed forces 2.3 326 (99) 280 (107) 606 (198)
Service-Health 2.1 330 (93) 272 (102) 602 (187)
Manufacturing-Clothing 0.4 334 (98) 265 (107) 599 (196)
Real Estate 0.5 323 (96) 269 (103) 592 (192)
Insurance 1.9 318 (93) 270 (102) 588 (187)
Telecommunication 1.9 317 (93) 264 (103) 581 (188)
Table 2: Mean Performance by Demographic Categories (continued)
*SD = Standard Deviation
8 Worldwide Report 2016
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Typ
e o
f in
dus
try
(co
nt.)
Manufacturing-Food 1.5 314 (100) 262 (106) 576 (199)
Service-Other 14.8 317 (95) 258 (102) 575 (188)
Manufacturing-Other 3.0 315 (100) 260 (109) 575 (202)
Service-Traveling 2.2 319 (102) 247 (106) 566 (199)
Agriculture 0.6 303 (102) 263 (105) 565 (199)
Retail/Wholesale 1.4 313 (101) 251 (106) 563 (200)
Manufacturing-Petroleum 0.9 305 (98) 255 (104) 560 (195)
Transportation 2.9 314 (96) 244 (99) 558 (187)
Manufacturing-Chemicals 3.6 299 (94) 249 (100) 548 (187)
Construction 2.4 295 (108) 242 (112) 536 (214)
Manufacturing-Glass 0.4 291 (92) 240 (97) 532 (182)
Manufacturing-Metals 2.2 285 (94) 235 (100) 520 (187)
Manufacturing-Machinery 6.6 288 (96) 232 (101) 520 (190)
Manufacturing-Vehicles 8.1 282 (91) 222 (97) 504 (180)
Manufacturing-Fabric 0.9 275 (95) 221 (100) 497 (188)
Manufacturing-Electronic 14.7 274 (93) 219 (98) 494 (185)
Typ
e o
f jo
b
Teaching/Training 5.0 364 (100) 315 (109) 679 (202)
Management 4.9 340 (101) 301 (107) 641 (201)
Professional Specialist 8.6 330 (93) 285 (102) 615 (188)
Clerical/Administrative 15.1 335 (98) 278 (106) 613 (196)
Services 5.6 334 (98) 270 (106) 604 (196)
Marketing/Sales 14.0 313 (96) 255 (103) 568 (191)
Technician 6.0 306 (100) 251 (105) 557 (198)
Other 8.9 294 (108) 240 (114) 534 (216)
Scientific/Technical Professionals 31.8 291 (90) 237 (97) 528 (180)
Year
s sp
ent
stud
ying
Eng
lish
> 10 years 45.5 361 (88) 306 (98) 667 (178)
6 – 10 years 35.0 301 (92) 244 (98) 545 (181)
4 – 6 years 11.0 275 (95) 214 (97) 489 (184)
< = 4 years 8.5 265 (98) 204 (99) 469 (189)
Table 2: Mean Performance by Demographic Categories (continued)
*SD = Standard Deviation
Worldwide Report 2016 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 22.3 361 (94) 307 (105) 668 (192)
Listening and Speaking 24.5 329 (94) 264 (102) 593 (188)
Speaking 16.4 328 (96) 264 (104) 592 (193)
Reading and Writing 6.5 311 (96) 264 (107) 575 (196)
Reading 15.0 290 (88) 243 (95) 534 (175)
Listening 12.2 288 (96) 230 (101) 518 (189)
Writing 3.0 279 (101) 228 (109) 507 (203)
Tim
e sp
ent
dai
ly
usin
g E
nglis
h
51 – 100% 4.2 388 (88) 330 (104) 719 (185)
21 – 50% 11.9 361 (91) 302 (104) 663 (186)
11 – 20% 20.1 344 (93) 286 (103) 630 (188)
1 – 10% 44.0 316 (95) 259 (102) 575 (189)
None 19.8 277 (93) 223 (98) 500 (183)
Eng
lish
lang
uag
e sk
ills
used
m
ost
oft
en
Listening, Reading, Speaking and Writing 10.5 372 (90) 315 (103) 687 (186)
Reading and Writing 7.8 347 (94) 295 (104) 641 (191)
Listening and Speaking 15.6 337 (94) 269 (103) 606 (190)
Reading 31.7 311 (93) 264 (101) 576 (187)
Listening 17.6 307 (100) 244 (106) 551 (199)
Speaking 13.1 307 (99) 242 (104) 550 (195)
Writing 3.8 294 (101) 239 (106) 533 (200)
Diffi
cult
y w
ith
Eng
lish
com
mun
icat
ion
Sometimes 33.6 340 (94) 283 (103) 623 (189)
Frequently 20.1 329 (90) 270 (99) 599 (181)
Seldom 20.7 321 (100) 264 (108) 585 (201)
Almost always 10.3 302 (96) 245 (102) 548 (190)
Almost never 15.2 291 (104) 238 (110) 529 (207)
Table 2: Mean Performance by Demographic Categories (continued)
*SD = Standard Deviation
10 Worldwide Report 2016
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 3.4 419 (81) 353 (101) 772 (175)
Yes, 1 – 2 years 2.5 398 (87) 330 (102) 728 (181)
Yes, 6 – 12 months 5.3 393 (82) 324 (98) 717 (171)
Yes, < 6 months 24.4 338 (89) 277 (101) 615 (182)
No 64.5 303 (95) 250 (103) 553 (191)
Pur
po
se f
or
tim
e in
E
nglis
h-sp
eaki
ng
coun
try
To study 17.3 385 (94) 323 (108) 709 (195)
Other 8.8 385 (94) 317 (108) 703 (194)
To participate in language program 29.5 364 (84) 294 (97) 659 (173)
To work 12.7 341 (95) 286 (106) 627 (193)
To travel 31.6 338 (91) 277 (101) 615 (184)
Tim
es t
aken
T
OE
IC
Three times or more 43.9 349 (88) 288 (98) 637 (179)
Twice 12.5 322 (95) 263 (103) 585 (191)
Once 17.2 309 (98) 252 (105) 561 (195)
Never 26.4 293 (103) 241 (111) 534 (206)
Pur
po
se f
or
taki
ng
TO
EIC
tes
t
For job application 26.8 351 (90) 289 (101) 640 (183)
For graduation 22.3 317 (101) 263 (109) 580 (202)
For learning 30.8 314 (99) 257 (106) 570 (197)
To assess language program 9.7 303 (99) 246 (104) 549 (195)
For promotion 10.3 297 (93) 239 (100) 536 (185)
*SD = Standard Deviation
Worldwide Report 2016 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 (40%), 21% 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. Hong Kong (79%), Indonesia (62%), the Philippines and El Salvador (55%), Greece (53%), and Macao (51%) had a high percentage of test takers that were under 20 years of age. Italy (84%), Morocco (71%), Belgium (70%), and
Vietnam and Tunisia (67%) had the highest percentage of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, West Bank (42%), Gabon (38%), and Costa Rica (34%) had the highest proportion of test takers.
Figure two 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
277 215
337 279
349 291
327 272
311 262
304 253
297 246
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 2016
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 Egypt (75%), Turkey (66%), Switzerland (65%), Cameroon (64%), Japan (63%), and Mongolia (62%).
In some countries, however, there was a higher proportion of female than male test takers.
These countries include Albania (66%), Thailand (63%), and India and Russia (61%). 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 Score0 100 200 300 400 500 600 700
333 269
310 258
Figure 3: Mean TOEIC Scores Across Gender
TOEIC® Listening and Reading Comprehension Scores Across Gender
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2016 13
Education
The majority of test takers (54%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the Background Questionnaire. A higher percentage of women (56%) than men (52%) 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 levels are
somewhat subjective. Results show that Korea (79%), the Philippines (78%), and Thailand (76%) had the highest proportion of test takers with an undergraduate degree, while Gabon and Morocco (77%), Ivory Coast (74%), and Algeria (73%) had the largest proportion of test takers holding or pursuing graduate degrees. Chile (70%) and Peru (58%) had the highest proportion of test takers with a vocational degree after high school.
Figure 4: Mean TOEIC Scores Across Education
TOEIC® Listening and Reading Comprehension Scores Across Education
Mean Total TOEIC Score
Listening Reading
14 Worldwide Report 2016
Academic Major
The largest percentage of TOEIC® Listening and Reading test takers majored in Engineering (23%). The highest percentages of test takers with an Engineering major were in Gabon (54%), Cameroon (52%), and Morocco (51%). Business and Liberal Arts were the second and third most popular majors with 20% and 19%, respectively. Countries with a high percentage of test takers with Business majors include El Salvador (53%), Czech Republic, Ivory Coast, Germany,
and Ukraine (49%), Egypt (48%), and Peru (47%). Countries with a high percentage of test takers with Liberal Arts include Macao (27%), Japan (22%), Costa Rica and Malaysia (21%), and Greece (20%).
Across all test takers, more females (30%) majored in Liberal Arts than males (10%) and more males (32%) majored in Engineering than females (13%).
TOEIC Listening and Reading Comprehension Scores Across Major
Figure 5 : Mean TOEIC Scores Across Major
Listening Reading
Social studies
Liberal arts
Business related
Sciences
Engineering
Other
Health related
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
341 274
336 283
329 278
322 271
289 233
319 264
313 245
Figure 5: Mean TOEIC Scores Across Major
TOEIC® Listening and Reading Comprehension Scores Across Major
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2016 15
Employment Status
Overall the majority of TOEIC® Listening and Reading test takers were full-time students (54%). Countries such as the Philippines (84%), Hong Kong (83%), Malaysia (77%), and Morocco, Belgium and El Salvador (76%) had the highest proportion of full time students. Thirty-six percent of test takers indicated they were full time employees.
Results show that testing populations in Peru (68%), and Brazil (59%) were mostly full time employees.
More males (44%) than females (24%) are full-time employees. More females (62%) than males (47%) 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 Score
0 100 200 300 400 500 600 700
306 251
334 278
363 302
320 261
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 2016
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 Type of Industry
Figure 7a : Mean TOEIC Scores Across Type of Industry
Listening Reading
Service-Education (High school or below)
Service-Foreign Affairs
Service-Education (College or above)
Service-Legislative
Service-Armed forces
Service-Health
Service-Other
Service-Traveling
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
369 320
351 300
329 279
363 324
326 280
330 272
319 247
317 258
Figure 7a: Mean TOEIC Scores Across Type of Industry
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2016 17
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-Chemicals
Manufacturing-Glass
Manufacturing-Metals
Manufacturing-Machinery
Manufacturing-Vehicles
Manufacturing-Fabric
Manufacturing-Electronic
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
314 262
335 289
299 249
275 221
305 255
285 235
288 232
274 219
282 222
291 240
334 265
315 260
Figure 7b: Mean TOEIC Scores Across Type of Industry
TOEIC 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
Telecommunication
Agriculture
Retail/Wholesale
Transportation
Construction
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
303 263
295 242
347 304
361 305
317 264
313 251
337 280
325 281
318 270
323 269
314 244
353 301
Figure 7c: Mean TOEIC Scores Across Type of Industry
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 2016
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 (32%).
Jordan (50%), Gabon (47%), Japan (42%), and Tunisia (41%) had the largest percentage of test takers working in Scientific/Technical positions. For Management positions, Russia and El Salvador (40%) had the
largest percentage of test takers. For Teaching/Training positions, Jordan (50%) and the Philippines (32%) had the largest percentage of test takers.
Overall, more females (10%) worked in Teaching/Training positions than males (3%), and more males (40%) 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
Clerical/Administrative
Services
Marketing/Sales
Technician
Other
Scientific/Technical Professionals
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
340 301
291 237
364 315
330 285
306 251
313 255
335 278
334 270
294 240
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 2016 19
Years Spent Studying English
Similar to the results from previous years, 2016 test takers exhibited very similar patterns in the length of time spent studying English. Eighty one percent of 2016 test takers indicated that they studied English for six or more years.
Brazil (42%), Mongolia (40%), Mexico (36%), and Costa Rica (35%) 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 (76%), the Philippines (73%), and Malaysia (71%).
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
265 204
275 214
301 244
361 306
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 2016
Type of Language Skill Most Emphasized When Studying English
(25%) indicated that Listening and Speaking skills were the skills most emphasized.
Test takers from India (59%), Germany (57%), Canada (56%), and Ukraine (55%) 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
Listening & Speaking
Speaking
Reading & Writing
Reading
Listening
Writing
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
288 230
290 243
328 264
279 228
329 264
311 264
361 307
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. Twenty-two 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
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2016 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 Switzerland and Macao (49%), and Japan and Korea (45%).
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
277 223
316 259
344 286
361 302
388 330
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 (34%), China (32%), Mexico (31%), and Vietnam, El Salvador, Chile and Hong Kong (30%) responded that they spent 11–20% of their daily life using English.
Test takers in India (45%), El Salvador (30%), Thailand (29%), and Greece (28%) indicated that they spend 51–100% of their daily life using English.
22 Worldwide Report 2016
Most Frequently Used Language Skill
Guadeloupe (34%), Reunion (33%), Morocco and France (32%), and Belgium (31%). Eleven percent of test takers indicated that they use all four language skills equally.
Overall, males were more inclined than females (36% vs. 26%) to choose Reading as the English-language skill they used most often.
TOEIC Listening and Reading Comprehension Scores Across English Language Skills Used Most Often
Figure 12 : Mean TOEIC Scores Across English Language Skills Used Most Often
Listening Reading
Listening, Reading, Speaking and Writing
Reading & Writing
Listening & Speaking
Reading
Listening
Speaking
Writing
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
307 244
311 264
307 242
294 239
337 269
347 295
372 315
Figure 12: Mean TOEIC Scores Across English Language Skills Used Most Often
Thirty-two percent of all test takers indicated that Reading was the English language skill that they used most often. Chile and Taiwan (41%), Peru (40%), and Brazil and Japan (38%) had the highest percentage of test takers with Reading as their most used skill. For Listening, 18% of all test takers indicated that was the skill used most often. Countries that had a high percentage of test takers selecting Listening include
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2016 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,” 21% responded that difficulty with English “seldom” affected their ability
to communicate, and 20% 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 always
Almost never
Mean Total TOEIC Score
0 100 200 300 400 500 600 700
291 238
321 264
340 283
329 270
302 245
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 2016
Time Spent in a Native 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
303 250
338 277
393 324
398 330
419 353
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. Sixty-five percent indicated that they have never spent time in an English-speaking country.
TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Listening Reading
Mean Total TOEIC Score
Worldwide Report 2016 25
Purpose for Time in a Native English-Speaking Country
More females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (20%) than females (5%) 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
385 323
364 294
338 277
341 286
385 317
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?”, 32% indicated travel as the purpose for spending the time. Another 30% 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 2016
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 16% and 17% in Poland and El Salvador, respectively, to a high of 82% and 79% in Korea and Japan, respectively.
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
293 241
309 252
322 263
349 288
Figure 16: Mean TOEIC Scores Across Times Taken the TOEIC Test
The majority of test takers (74%) had taken the TOEIC Listening and Reading test before, with the largest percentage of test takers (44%) 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 2016 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 (27%), and graduation (22%).
A large proportion of test takers in Costa Rica (69%), Thailand and Turkey (54%), and Korea (48%) took the test for job application purposes.
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
351 289
297 239
303 246
314 257
317 263
Figure 17: Mean TOEIC Scores Across Purpose for Taking the TOEIC Test
For learning purposes, Japan (45%) and Hong Kong (41%) had the highest proportion of test takers.
For graduation, Senegal, Morocco and Gabon (81%), and El Salvador (79%) had the 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 2016
APPENDIX A
Copyright ©2007. 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 2016 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 2016
APPENDIX B
Response Rates to Each Background Question
N Response Rate
Total Number of People Using the Background Questionnaire 5,193,854
Education 4,449,393 86%
Major 4,096,594 79%
Current Status 4,539,361 87%
Type of Industry 1,693,370 94%
Type of Job 1,451,788 81%
Years Spent Studying English 4,056,577 78%
Language Skills Most Emphasized 4,040,924 78%
Time Spent Daily Using English 4,047,272 78%
English Language Skills Used Most Often 4,007,473 77%
Difficulty with English Communication 4,027,153 78%
Time in English-Speaking Country 4,008,862 77%
Purpose for Time in English-Speaking Country 1,412,027 99%
Number of Times the TOEIC Test was Taken 4,104,411 79%
Purpose for Taking TOEIC Test 4,125,729 79%
*Note: N = 1,798,107 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 = 1,424,856 was used to calculate response rate for question 12 (after excluding test takers who selected option 01 in question 11) .
Worldwide Report 2016 31
APPENDIX C
Correlations Between Listening and Reading by Region
Region Correlations
Africa 0.86
Asia 0.85
Europe 0.86
North America 0.91
South America 0.89
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