TOEIC 2016 REPORT ON TEST TAKERS WORLDWIDE · 2016 Report on Test Takers Worldwide: The TOEIC ... the TOEIC Background Questionnaire before taking the TOEIC test. The TOEIC Background

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


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.


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)


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


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)



% of Test takers



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)



% of Test takers



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)




% of Test takers



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)





% of Test takers



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)



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



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



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


Listening Reading


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


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



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


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


Listening Reading


Type of Industry

As seen in Table 2, most test takers who were employed full-time worked in either the Manufacturing or Service industries.

Figures 7a (Service), 7b (Manufacturing) and 7c (Other than Service or Manufacturing) provide average TOEIC® Listening and Reading scores for the various industry types.

TOEIC Listening and Reading Comprehension Scores Across 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


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




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


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


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


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




Listening Reading



Type of Job

The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was Scientific/Technical Professionals (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


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



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


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



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


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



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


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


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.


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


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



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


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



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


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



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


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


Listening Reading


TOEIC® Test-Taking Experience

The percentage of test takers who had previously taken the TOEIC® Listening and Reading test varied widely across countries, from a low of 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


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



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


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



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.)


APPENDIX A (continued)

E. Technician (carpenter, electrician, equipment operator, plumber)

F. Marketing/sales (foreign exchange broker, marketing analyst, real estate agent, sales representative, travel agent)

G. Clerical/administrative (office staff member, receptionist, secretary)

H. Services (customer service representative, human resources representative, hotel staff member, public relations representative)

I. Other

Section II.

Your English-language experience

6. How many years have you spent studying English?

A. Less than or equal to 4 yearsB. More than 4 years but less than or equal to

6 yearsC. More than 6 years but less than or equal to 10

yearsD. More than 10 years

7. Which of the following language skills are/were most emphasized?

A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing

8. How much time must you use English in your daily life?

A. None at allB. 1 to 10%C. 11 to 20% D. 21 to 50% E. 51 to 100%

9. Which of the following English-language skills do you use most often?

A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing

10. How often has difficulty with English affected your ability to communicate?

A. Almost neverB. SeldomC. SometimesD. FrequentlyE. Almost always

11. Have you ever lived in a country in which English is the main spoken language?

A. No (Skip to Question #13.)B. Yes, for less than 6 monthsC. Yes, for 6 to 12 monthsD. Yes, for more than 1 but less than or

equal to 2 yearsE. Yes, for more than 2 years

12. What was your main purpose for living in a country in which English is the main spoken language?

A. To study (in other than an English-language program)

B. To participate in an English-language program

C. To travel (not work related)D. To workE. Other

Section III.

Your experience in taking the TOEIC test

13. Before today, how many times have you taken the TOEIC test?

A. Never B. OnceC. TwiceD. Three times or more

14. What is your main purpose for taking today’s TOEIC test?

A. For a job applicationB. For promotionC. To assess the effectiveness of an English-

language programD. To assess future learning needsE. To graduate from a course of study

Background Questionnaire - Side 2


APPENDIX B

Response Rates to Each Background Question

N Response Rate

Total Number of People Using the Background Questionnaire 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) .


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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TOEIC 2016 REPORT ON TEST TAKERS WORLDWIDE · 2016 Report on Test Takers Worldwide: The TOEIC ... the TOEIC Background Questionnaire before taking the TOEIC test. The TOEIC Background