2013 Report on Test Takers Worldwide: The TOEIC ® Listening and Reading Test
2013 Report on Test Takers Worldwide:The TOEIC® Listening and Reading Test
INSIDE FRONT COVER
Worldwide Report 2013 1
Table of Contents
Page
The TOEIC Background Questionnaire ........................................................................................................................2
Description of TOEIC L&R Test Takers in 2013..........................................................................................................3
Mean TOEIC Scores Across Native Countries .............................................................................................................4
Relationship Among Listening and Reading TOEIC 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
Language Skill Most Emphasized When Studying English ................................................................................20
Daily English Use Requirement ...........................................................................................................................21
Most Frequently Used Language Skill .................................................................................................................22
DifficultywithEnglishAffectingCommunication ..............................................................................................23
Time Spent in a Native English-Speaking Country/Region.................................................................................24
Purpose for Time in a Native English-Speaking Country/Region .......................................................................25
TOEIC Test-Taking Experience ...........................................................................................................................26
Purpose for Taking TOEIC L&R Test ..................................................................................................................27
Appendix A – TOEIC Background Questionnaire ......................................................................................................28
Appendix B – Response Rates to Each Background Questionnaire ...........................................................................30
AppendixC–CorrelationsBetweenListeningandReading–byRegion .................................................................31
2 Worldwide Report 2013
The TOEIC Background Questionnaire is a self-survey that gathers information about TOEIC test-takers’ educationalbackground,workexperience,Englishlanguage study and use and the TOEIC test-taking experience. Responses to the questionnaire enable users to learn more about the backgrounds of people whotakethetestandsomeofthefactorsthataffecttheir TOEIC scores and related improvement in Englishproficiency.Testtakersareaskedtocompletethe 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 alltesttakerswhocompletedtheTOEICBackgroundQuestionnaire administered in 2013.
The vast majority of test takers included in this report are from Asia and 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.
Pleasenotethatallpercentageswithinthetextareroundedtothenearestwholenumberandinsomecases may sum to more than 100 percent. Also note thatalltablesandfiguresreflectresultsonlyforcategories containing 500 or more test takers.
The TOEIC® Background Questionnaire
Worldwide Report 2013 3
Description of TOEIC Listening & Reading (L&R) Test Takers in 2013
BackgroundinformationwascollectedfromthetotalgroupoftesttakerswhotooktheTOEICL&RTestin 2013, either through the Public Testing Program or theInstitutionalTestingProgram.Thefollowingisageneral description of the test takers included in this analysis. As noted earlier, the number of test takers whorespondedtoeachbackgroundquestionvariedacross questions.
• Thelargestproportionoftesttakers(40%)werebetween21and25yearsofage
• 57%oftesttakersweremale
• Most test takers (58%) had an undergraduate degree orwerepursuingone
• 25%ofthetesttakersmajoredinEngineeringwhile19% majored in Business
• 36%oftesttakerswereemployedfull-time,while52%werefull-timestudents
• 16%oftesttakersworkedinclericaloradministrativepositions,and31%workedinscientific/technicalprofessionalpositions
• 31% of test takers selected Reading as their most often used English language skill
• Only 12% of test takers had spent six months or more in a native English-speaking country/region
• 44% of test takers used English 1 to 10% of their daily life
• 81% had spent more than 6 years studying English
• 49%oftesttakerswhotooktheTOEICtestin2013had previously taken it on three or more earlier occasions
• 30% had taken the TOEIC test for job application purpose
4 Worldwide Report 2013
Mean TOEIC Scores Across Native Countries/Regions
Table 1 is organized by the native country/region of testtakersandshowstheaveragetestscoresofallindividuals from a given country/region. Please keep in mind that the native country/region of a test taker is
notnecessarilythecountry/regioninwhichheorshetooktheTOEICtest.Onlycountrieswithmorethan500 TOEIC test takers are included in this table.
367 (96)
353 (95)
317 (122)
311 (95)
273 (124)
335 (100)
313 (98)
261 (122)
257 (102)
224 (122)
0 50 100 150 200 250 300 350 400
Europe
Africa
North America
Asia
South America
Reading Means (SD) Listening Means (SD)
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.
2013 Worldwide TOEIC Listening and Reading Comprehension Scores
Reading Means (SD) Listening Means (SD)
Worldwide Report 2013 5
Table 1: Mean Performance by Native Country/Region
Country/regionListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*BANGLADESH 464 (62) 432 (66) 895 (123)
INDIA 449 (70) 413 (82) 861 (147)
CANADA 428 (71) 391 (81) 819 (146)
NEPAL 423 (101) 390 (101) 814 (197)
SWITZERLAND 419 (87) 373 (88) 792 (168)
PORTUGAL 414 (86) 372 (99) 786 (178)
GERMANY 422 (77) 361 (100) 783 (171)
SRI LANKA 410 (99) 370 (108) 780 (203)
LEBANON 401 (88) 352 (107) 753 (189)
PAKISTAN 398 (125) 343 (154) 741 (274)
FRANCE 378 (89) 349 (90) 728 (173)
CHINA, PEOPLE`S REPUBLIC 372 (97) 344 (101) 716 (191)
ITALY 362 (82) 349 (84) 711 (158)
PHILIPPINES 383 (80) 328 (95) 711 (167)
TUNISIA 376 (87) 335 (91) 710 (172)
ARGENTINA 371 (117) 336 (118) 706 (229)
COSTA RICA 381 (90) 324 (98) 706 (180)
MOROCCO 373 (87) 329 (93) 702 (172)
MALAYSIA 368 (90) 320 (101) 687 (184)
RUSSIA 364 (107) 319 (116) 683 (217)
SAUDI ARABIA 378 (119) 305 (149) 683 (263)
REUNION 346 (96) 322 (96) 669 (184)
JORDAN 366 (104) 301 (120) 667 (217)
COLOMBIA 346 (113) 310 (117) 655 (223)
SENEGAL 344 (89) 309 (89) 654 (171)
SPAIN 331 (106) 321 (103) 651 (202)
ALGERIA 344 (96) 302 (100) 646 (189)
HONG KONG 342 (101) 301 (117) 644 (212)
CAMEROON 336 (85) 300 (86) 636 (162)
KOREA (ROK) 344 (85) 287 (95) 632 (172)
COTE D`IVOIRE (IVORY COAST) 321 (97) 302 (95) 623 (184)
BRAZIL 317 (119) 283 (119) 600 (232)
GREECE 332 (93) 257 (95) 589 (179)
PERU 300 (123) 280 (121) 580 (237)
TURKEY 317 (120) 262 (126) 579 (240)
EGYPT 311 (115) 267 (118) 578 (225)
TAIWAN 306 (93) 263 (98) 569 (182)
POLAND 316 (117) 249 (122) 565 (232)
MEXICO 297 (120) 238 (116) 535 (229)
JAPAN 283 (91) 229 (97) 512 (181)
THAILAND 279 (103) 214 (98) 493 (195)
VIETNAM 244 (94) 225 (97) 469 (183)
MONGOLIA 253 (108) 189 (108) 441 (209)
MACAO 249 (95) 189 (96) 438 (184)
UNITED ARAB EMIRATES 260 (113) 176 (112) 436 (211)
INDONESIA 236 (107) 187 (96) 423 (196)
CHILE 241 (116) 181 (103) 422 (210)
ALBANIA 221 (116) 184 (111) 404 (222)
*SD=Standard Deviation
6 Worldwide Report 2013
Relationship Among Listening and Reading TOEIC Scores
ThecorrelationbetweenthetwosectionsoftheTOEICtestwasabout0.85.(AppendixCpresentsthecorrelationsbetweenListeningandReadingacrossregions.)Thisisconsistentwithearlierresearch(e.g.,Woodford,1982)andwiththefindingspresentedinthe2012Worldwide Data Report. This level of correlation indicates that the twomeasuresarecloselyrelated,giventhatbothmeasuredtesttakers’proficienciesinusingEnglishinbusinesscommunication and test takers tended to put forth the same amount of effort to study both skills together.
Test takers by Demographic Variables
Table2presentsthenumberandpercentageoftesttakersfallingintodifferentdemographiccategories,aswellasthe average TOEIC Listening Comprehension, Reading Comprehension, and Total scores for each category. More in-depthinformationabouttesttakersinthesecategoriesisshownlaterinthisreport.Thecategoriesusedinthisreport 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
Under 20 18.3 276 (98) 216 (100) 491 (191)
21 – 25 39.5 327 (93) 273 (100) 601 (185)
26 – 30 18.7 335 (90) 281 (98) 617 (180)
31 – 35 8.8 320 (94) 272 (102) 592 (188)
36 – 40 5.7 304 (97) 260 (106) 563 (195)
41 – 45 4.3 290 (98) 245 (106) 535 (197)
Over 45 4.6 284 (100) 240 (107) 524 (201)
Gen
der Female 43.5 327 (96) 266 (103) 593 (192)
Male 56.5 304 (96) 256 (103) 560 (192)
Ed
ucat
ion
Graduate school 10.7 349 (86) 310 (93) 659 (171)
Undergraduate college 57.7 334 (87) 281 (94) 615 (172)
Junior high school 0.6 280 (115) 209 (106) 490 (213)
High school 6.0 272 (112) 207 (111) 479 (216)
Elementary school 0.3 262 (114) 215 (107) 476 (213)
Community college 19.6 265 (88) 209 (92) 475 (172)
Vocational school after high school 2.6 262 (102) 195 (95) 458 (189)
Language institution 1.0 263 (101) 191 (101) 454 (196)
Vocational school 1.7 223 (83) 160 (76) 383 (151)
*SD=Standard Deviation
Worldwide Report 2013 7
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Maj
or
Social studies 11.6 329 (94) 280 (101) 609 (187)
Liberal arts 18.7 333 (94) 270 (103) 603 (190)
Business related 19.4 325 (97) 278 (103) 603 (192)
Sciences 10.8 311 (92) 263 (98) 575 (183)
Engineering 24.5 307 (89) 256 (96) 564 (178)
Other 5.4 301 (100) 236 (104) 537 (196)
Health related 9.7 279 (90) 228 (97) 507 (180)
Cur
rent
sta
tus Not employed 7.9 347 (87) 291 (94) 637 (172)
Part time employee 4.1 325 (102) 272 (106) 596 (201)
Full time student 52.3 315 (94) 259 (101) 574 (188)
Full time employee 35.7 298 (96) 250 (103) 548 (192)
Typ
e o
f in
dus
try
Service-Education (High school or below) 2.2 356 (100) 308 (104) 663 (197)
Service-Foreign Affairs 0.1 352 (109) 306 (112) 658 (213)
Service-Education (College or above) 2.5 349 (102) 302 (112) 651 (207)
Mass Media 1.0 344 (93) 289 (102) 632 (186)
Public Utility Production 1.4 331 (88) 292 (94) 622 (174)
Other 4.4 329 (95) 279 (101) 608 (188)
Finance 5.2 323 (95) 283 (101) 606 (189)
Manufacturing-Pharmaceuticals 1.7 323 (88) 280 (96) 603 (177)
Telecommunication 1.9 324 (90) 276 (98) 600 (180)
Trading 3.2 325 (95) 274 (102) 599 (191)
Service-Legislative 3.1 317 (97) 271 (106) 587 (196)
Service-Armed forces 2.0 311 (94) 269 (102) 581 (189)
Insurance 1.6 310 (92) 268 (101) 578 (186)
Manufacturing-Other 4.2 309 (98) 260 (105) 569 (197)
Service-Health 2.0 312 (92) 256 (99) 568 (183)
Service-Other 13.6 310 (93) 257 (101) 567 (187)
Table 2: Mean Performance by Demographic Categories (continued)
*SD=Standard Deviation
8 Worldwide Report 2013
% of Test takers
Listening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Typ
e o
f in
dus
try
(co
nt.)
Manufacturing-Clothing 0.4 316 (103) 248 (104) 565 (198)
Transportation 2.1 312 (93) 250 (97) 561 (183)
Real Estate 0.5 301 (101) 252 (108) 553 (202)
Service-Traveling 1.8 311 (98) 240 (100) 551 (190)
Manufacturing-Food 1.6 298 (98) 251 (103) 549 (193)
Manufacturing-Petroleum 1.0 294 (96) 251 (103) 544 (192)
Manufacturing-Chemicals 3.9 293 (89) 250 (96) 543 (178)
Retail/Wholesale 1.6 297 (99) 236 (104) 533 (196)
Agriculture 0.5 287 (108) 239 (109) 526 (210)
Construction 2.9 286 (102) 237 (106) 523 (202)
Manufacturing-Metals 2.2 279 (92) 236 (100) 516 (185)
Manufacturing-Electronic 16.3 276 (93) 230 (101) 506 (187)
Manufacturing-Machinery 6.8 278 (92) 227 (99) 505 (184)
Manufacturing-Glass 0.5 273 (92) 232 (98) 505 (183)
Manufacturing-Fabric 0.9 270 (92) 224 (100) 494 (186)
Manufacturing-Vehicles 7.1 273 (88) 221 (95) 494 (176)
Typ
e o
f jo
b
Teaching/Training 4.7 353 (106) 306 (112) 659 (210)
Management 4.4 329 (103) 291 (107) 620 (203)
Professional Specialist 8.8 319 (96) 279 (104) 597 (192)
Clerical/Administrative 16.2 321 (95) 268 (102) 589 (189)
Services 5.3 322 (98) 262 (104) 583 (194)
Marketing/Sales 13.8 302 (96) 249 (102) 551 (191)
Technician 7.2 299 (94) 250 (100) 549 (186)
Other 8.2 292 (105) 242 (111) 533 (208)
Scientific/Technical Professionals 31.4 285 (89) 239 (97) 524 (178)
Year
s sp
ent
stud
ying
Eng
lish
> 10 years 45.7 350 (85) 300 (93) 650 (170)
6–10 years 35.4 296 (90) 242 (96) 538 (178)
4–6 years 10.6 270 (95) 212 (97) 482 (185)
< 4 years 8.3 258 (96) 201 (98) 459 (187)
Table 2: Mean Performance by Demographic Categories (continued)
*SD=Standard Deviation
Worldwide Report 2013 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 25.9 349 (92) 298 (100) 646 (185)
Speaking 15.5 319 (92) 260 (99) 578 (184)
Listening & Speaking 25.6 317 (90) 257 (97) 574 (180)
Reading & Writing 6.0 302 (97) 258 (106) 560 (196)
Reading 13.3 283 (89) 241 (95) 524 (176)
Listening 11.0 283 (94) 230 (100) 512 (187)
Writing 2.8 269 (103) 220 (108) 489 (204)
Tim
e sp
ent
dai
ly
usin
g E
nglis
h
51–100% 4.2 374 (91) 319 (103) 692 (186)
21–50% 11.6 348 (92) 292 (101) 641 (185)
11–20% 20.2 334 (91) 279 (99) 614 (183)
1–10% 44.4 310 (92) 257 (99) 568 (183)
None 19.6 274 (92) 223 (97) 496 (181)
Eng
lish
lang
uag
e sk
ills
used
m
ost
oft
en
Listening, Reading, Speaking and Writing 12.7 358 (88) 304 (98) 662 (179)
Reading & Writing 8.7 332 (93) 282 (100) 614 (185)
Listening & Speaking 16.4 325 (92) 261 (99) 586 (183)
Reading 31.1 304 (91) 261 (98) 564 (181)
Speaking 11.6 303 (97) 242 (101) 545 (190)
Listening 15.9 300 (99) 241 (104) 541 (196)
Writing 3.7 285 (100) 233 (104) 517 (197)
Diffi
cult
y w
ith
Eng
lish
com
mun
icat
ion
Sometimes 32.1 335 (92) 280 (100) 615 (184)
Seldom 18.2 317 (100) 264 (107) 581 (200)
Frequently 22.7 318 (86) 263 (95) 581 (172)
Almost always 12.4 295 (89) 243 (97) 538 (177)
Almost never 14.6 283 (102) 233 (108) 517 (203)
Table 2: Mean Performance by Demographic Categories (continued)
*SD=Standard Deviation
10 Worldwide Report 2013
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/re
gio
n
Yes, > 2 years 3.6 414 (81) 348 (98) 762 (171)
Yes, 1–2 years 2.7 389 (86) 320 (98) 709 (175)
Yes, 6–12 months 6.1 385 (79) 317 (92) 702 (163)
Yes, < 6 months 23.8 330 (87) 274 (97) 604 (176)
No 63.7 294 (91) 245 (99) 540 (183)
Pur
po
se f
or
tim
e in
E
nglis
h sp
eaki
ng
coun
try/
reg
ion
To study 15.7 387 (92) 326 (104) 713 (189)
Other 9.1 377 (93) 311 (104) 688 (189)
To participate in language program 31.0 361 (81) 294 (92) 656 (164)
To work 12.6 332 (93) 285 (103) 617 (188)
To travel 31.5 328 (88) 271 (97) 599 (176)
Tim
es t
aken
T
OE
IC
Three times or more 48.7 341 (84) 287 (92) 629 (168)
Twice 12.1 310 (92) 255 (99) 566 (183)
Once 15.9 296 (95) 242 (101) 538 (189)
Never 23.3 280 (102) 230 (108) 510 (203)
Pur
po
se f
or
taki
ng
TO
EIC
tes
t
For job application 30.3 338 (87) 280 (95) 618 (175)
For graduation 19.0 314 (97) 264 (104) 578 (194)
For learning 32.0 305 (98) 251 (104) 556 (194)
To assess language program 8.4 295 (100) 243 (105) 538 (197)
For promotion 10.3 293 (93) 243 (100) 536 (185)
*SD=Standard Deviation
Worldwide Report 2013 11
Age
A closer look at the demographic categories revealed that across all countries, the typical TOEIC test taker wasbetween21and25yearsofage(40%),18%oftesttakerswereunder20yearsofage,19%werebetween26and30yearsofage,andtheremaining23%were31yearsofageorolder.Macao(72%),Greece (62%), and Indonesia (55%), had a high percentageoftesttakersthatwereunder20yearsofage. Italy (79%), China (73%), and Morocco (72%)
hadthehighestpercentageoftesttakersbetween21and 25 years age. For the 26 to 30 years of age group, India (38%), Bangladesh (37%), and Senegal (33%) had the highest proportion of test takers.
Figure2showsthemeanTotalTOEICscoresasillustrated by a composite of Listening Comprehension and Reading Comprehension scores.
0 100 200 300 400 500 600 700
26 - 30
21 - 25
31 - 35
36 - 40
41 - 45
Over 45
Under 20
335
327
320
304
290
284
276
281
273
272
260
245
240
216
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Age Levels
Listening Reading
Figure 2: Mean TOEIC Scores Across Age Levels
TOEIC Listening and Reading Comprehension Scores Across Age Levels
Listening Reading
Mean Total TOEIC Scores
12 Worldwide Report 2013
Gender
Overall, a larger proportion of males than females tooktheTOEICL&RTest(asshowninTable2).Suchcountries that had a large male test taking population include Bangladesh (91%), Saudi Arabia (79%), Pakistan (76%), Turkey (73%), and United Arab Emirates (73%).
Insomecountries,however,therewasahigherproportion of female than male test takers. These
countries include Hong Kong (72%), Albania (67%), and China (63%). In other countries the ratio of male tofemaletesttakerswasfairlyequal.
Figure3showsthatfemaleshadhigheraveragetotalscores than males for both Listening and Reading.
0 100 200 300 400 500 600 700
Female
Male
327
304
266
256
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Gender
Listening Reading
Figure 3: Mean TOEIC Scores Across Gender
TOEIC Listening and Reading Comprehension Scores Across Gender
Listening Reading
Mean Total TOEIC Scores
Worldwide Report 2013 13
Education
The majority of test takers (58%) held an undergraduate degreeorwaspursuinganundergraduatedegreeatthetimethattheyansweredtheBackgroundQuestionnaire.Ahigherpercentageofwomen(60%)thanmen(56%)heldorwerepursuinganundergraduatedegree.Incontrast,moremen(12%)thanwomen(9%)heldorwerepursuingagraduatedegree.
Because of differences among countries in educational systems,comparisonsofeducationallevelaresomewhatsubjective.ResultsshowthatKorea(79%),Thailand
(74%), and Brazil (66%) had the highest proportion of testtakerswithanundergraduatedegree,whileSenegal(79%), Algeria (76%), and Morocco (73%) had the largest proportion of test takers holding or pursuing graduate degrees. Chile (63%), Peru (49%), and Spain (29%)hadthehighestproportionoftesttakerswithavocational degree after high school.
0 100 200 300 400 500 600 700
Graduate school
Undergraduate college
Junior high school
High school
Elementary school
Community college
Vocational school after high school
Language institution
Vocational school
349
334
280
272
262
265
262
263
223
310
281
209
207
215
209
195
191
160
Mean Total TOEIC Scores
TOEIC Listening and Reading Compehension Scores Across Education Levels
Listening Reading
Figure 4: Mean TOEIC Scores Across Education Levels
TOEIC Listening and Reading Comprehension Scores Across Education Levels
Mean Total TOEIC Scores
Listening Reading
14 Worldwide Report 2013
Academic Major
The largest percentage of TOEIC L&R test takers majored in Engineering (25%). The highest percentages oftesttakerswithanEngineeringmajorwereinTunisia(53%), Morocco (49%), and Senegal (48%). Business wasthesecondmostpopularmajorwith19%.Countrieswithahighpercentageoftesttakerswithbusiness majors include Peru (46%), China (45%), and Vietnam (44%).
Across all test takers, more females (31%) majored in Liberal Arts than males (10%) and more males (34%) majored in Engineering than females (12%).
0 100 200 300 400 500 600 700
Social studies
Liberal arts
Business related
Sciences
Engineering
Other
Health related
329
333
325
311
307
301
279
280
270
278
263
256
236
228
Mean Total TOEIC Scores
Listening Reading
Figure 5: Mean TOEIC Scores Across Academic Majors
TOEIC Listening and Reading Comprehension Scores Across Majors
Mean Total TOEIC Scores
Listening Reading
Worldwide Report 2013 15
Employment Status
OverallthemajorityofTOEICL&Rtesttakerswerefull-time students (52%). Countries such as China (86%), Morocco (79%), and The Philippines (76%) had the highest proportion of full-time students. Thirty-sixpercentoftesttakersindicatedtheywerefull-timeemployees.Resultsshowthattesting
populations in Peru (80%), Mongolia (75%), and Brazil(59%)weremostlyfull-timeemployees.
0 100 200 300 400 500 600 700
Not employed
Part time employee
Full time student
Full time employee
347
325
315
298
291
272
259
250
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Employment Status
Listening Reading
Figure 6: Mean TOEIC Scores Across Employment Status
TOEIC Listening and Reading Comprehension Scores Across Employment Status
Mean Total TOEIC Scores
Listening Reading
16 Worldwide Report 2013
Type of Industry
AsseeninTable2,mosttesttakerswhowereemployedfull-timeworkedineitherthemanufacturingor service industries.
Figures 7a, 7b and 7c provide average scores of Listening and Reading for the various industry type.
0 100 200 300 400 500 600 700
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
356
352
349
317
311
312
310
311
308
306
302
271
269
256
257
240
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Industry Type
Listening Reading
Figure 7a: Mean TOEIC Scores Across Industry Type — Service
TOEIC Listening and Reading Comprehension Scores Across Industry Type
Listening Reading
Mean Total TOEIC Scores
Worldwide Report 2013 17
0 100 200 300 400 500 600 700
Manufacturing-Pharmaceuticals
Manufacturing-Other
Manufacturing-Clothing
Manufacturing-Food
Manufacturing-Petroleum
Manufacturing-Chemicals
Manufacturing-Metals
Manufacturing-Electronic
Manufacturing-Glass
Manufacturing-Machinery
Manufacturing-Fabric
Manufacturing-Vehicles
323
309
316
298
294
293
279
276
273
278
270
273
280
260
248
251
251
250
236
230
232
227
224
221
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Industry Type
Listening Reading
Figure 7b: Mean TOEIC Scores Across Industry Type — Manufacturing
0 100 200 300 400 500 600 700
Mass Media
Public Utility Production
Other
Finance
Telecommunication
Trading
Insurance
Transportation
Real Estate
Retail/Wholesale
Agriculture
Construction
344
331
329
323
324
325
310
312
301
297
287
286
289
292
279
283
276
274
268
250
252
236
239
237
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Industry Type
Listening Reading
Figure 7c: Mean TOEIC Scores Across Industry Type — Other
Listening Reading
TOEIC Listening and Reading Comprehension Scores Across Industry Type
TOEIC Listening and Reading Comprehension Scores Across Industry Type
Mean Total TOEIC Scores
Listening Reading
Mean Total TOEIC Scores
18 Worldwide Report 2013
Type of Job
The types of jobs performed by test takers varied greatly across countries. Overall, the largest group oftesttakerswasScientific/TechnicalProfessionals(31%). Japan (43%) and Mongolia (29%) had the largestpercentageoftesttakersworkinginscientific/technical positions. For management positions, Morocco (32%) and Peru (24%) had the largest percentage of test takers. For teaching/training
positions, The Philippines (42%) and Costa Rica (31%) had the largest percentage of test takers.
Overall,morefemales(11%)workedinteaching/training positions than males (2%), and more males (38%)workedintechnicianpositionsthanfemales(15%).
0 100 200 300 400 500 600 700
Teaching/Training
Management
Professional Specialist
Clerical/Administrative
Services
Marketing/Sales
Technician
Other
Scientific/Technical Professionals
353
329
319
321
322
302
299
292
285
306
291
279
268
262
249
250
242
239
Mean Total TOEIC Scores
Listening Reading
Figure 8: Mean TOEIC Scores Across Job Types
TOEIC Listening and Reading Comprehension Scores Across Job Type
Mean Total TOEIC Scores
Listening Reading
Worldwide Report 2013 19
Years Spent Studying English
Similar to the results from previous years, 2013 test takers exhibited very similar patterns in the length of time spent studying English. Eighty-one percent of 2013 test takers indicated that they studied English for six or more years.
Peru (61%), Mongolia (52%), and Brazil (48%) had the largest percentage of test takers that studied English for less than 4 years.
In contrast, countries that had a high proportion of testtakerswhohavestudiedEnglishformorethan ten years include Hong Kong (66%), Macao (66%), and the Philippines (65%)
0 100 200 300 400 500 600 700
> 10 years
6 - 10 years
4 - 6 years
<= 4 years
350
296
270
258
300
242
212
201
Mean Total TOEIC Scores
Listening Reading
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 Scores
20 Worldwide Report 2013
Language Skill Most Emphasized When Studying English
indicatedthatListeningandSpeakingskillsweretheskills most emphasized.
Test takers from Indonesia (67%), China (51%), and Reunion (47%) indicated an emphasis on all four English-language skills.
0 100 200 300 400 500 600 700
Listening, Reading, Speaking and Writing
Speaking
Listening & Speaking
Reading & Writing
Reading
Listening
Writing
349
319
317
302
283
283
269
298
260
257
258
241
230
220
Mean Total TOEIC Scores
Listening Reading
Figure 10: Mean TOEIC Scores Across Language Skills Most Emphasized
After indicating the number of years spent studying English,testtakerswereaskedtoidentifywhichlanguageskillsweremostemphasizedduringtheirstudies.Twenty-sixpercentofalltesttakersindicatedthat all four English-language skills (Listening, Reading,Speaking,andWriting)wereemphasized.However,thesamepercentageoftesttakers(26%)
TOEIC Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Mean Total TOEIC Scores
Listening Reading
Worldwide Report 2013 21
Daily English Use Requirement
Inresponsetothequestion“Howmuchtimemustyouuse English in your daily life?” nearly half of all test takers (44%) indicated that they had to use English for only 1–10% of their daily life. Countries that had a large proportion of test takers in this category include Macao (49%), Indonesia (46%), and Japan (45%).
Test takers from Vietnam (32%), Hong Kong (31%), Italy (31%) and Peru (31%) responded that they spent 11–20% of their daily life using English. Test takers in The Philippines (22%), Costa Rica (18%), and Egypt (18%) indicated that they spend 51-100% of their daily life using English.
0 100 200 300 400 500 600 700
51-100%
21-50%
11-20%
1-10%
None
374
348
334
310
274
319
292
279
257
223
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Listening Reading
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 Scores
22 Worldwide Report 2013
Most Frequently Used Language Skill
Thirteen percent of test takers indicated that they use all four language skills equally.
Overall,malesweremoreinclinedthanfemales(35%vs. 25%) to choose Reading as the English-language skill they used most often.
0 100 200 300 400 500 600 700
Listening, Reading, Speaking and Writing
Reading & Writing
Listening & Speaking
Reading
Speaking
Listening
Writing
358
332
325
304
303
300
285
304
282
261
261
242
241
233
Mean Total TOEIC Scores
Listening Reading
Figure 12: Mean TOEIC Scores Across English Language Skills Used Most Often
Thirty-one percent of all test takers indicated that ReadingwastheEnglish-languageskillthattheyusedmostoften.Chile(46%)andTaiwan(45%)hadthehighestpercentageoftesttakerswithReadingastheirmost used skill. For Listening, 16% of all test takers indicatedthatwastheskillusedmostoften.Countriesthat had a high percentage of test takers selecting Listening include Italy (35%) and Reunion (35%).
TOEIC Listening and Reading Comprehension Scores Across English-Language Skills Used Most Often
Listening Reading
Mean Total TOEIC Scores
Worldwide Report 2013 23
Difficulty with English Affecting Communication
Whenasked“HowoftenhasdifficultywithEnglishaffectedyourabilitytocommunicate?”Thirty-twopercent of all test takers responded “Sometimes.” Twenty-threepercentrespondedthatdifficulty
withEnglish“frequently”affectedtheirabilitytocommunicate,and18%respondedthatdifficultywithEnglish“seldom”affectedtheirabilitytocommunicate.
0 100 200 300 400 500 600 700
Sometimes
Seldom
Frequently
Almost always
Almost never
335
317
318
295
283
280
264
263
243
233
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Difficulty with English affecting ability to Communicate
Listening Reading
Figure 13: Mean TOEIC Scores Across Difficulty with English Communication
TOEIC Listening and Reading Comprehension Scores Across Difficulty With English Affecting Ability to Communicate
Listening Reading
Mean Total TOEIC Scores
24 Worldwide Report 2013
Time Spent in a Native English-Speaking Country/Region
0 100 200 300 400 500 600 700 800
Yes, > 2 years
Yes, 1-2 years
Yes, 6-12 months
Yes, < 6 months
No
414
389
385
330
294
348
320
317
274
245
Mean Total TOEIC Scores
Listening Reading
Figure 14: Mean TOEIC Scores Across Time Spent in English-Speaking Country/Region
Respondentswereasked“Haveyoueverlivedinacountry/regioninwhichEnglishisthemainspokenlanguage?” Only 12% of all test takers indicated that they had spent six months or more in a country/region
inwhichEnglishwasthemainspokenlanguage.Sixty-four percent indicated that they have never spent time in an English-speaking country/region.
TOEIC Listening and Reading Comprehension Scores Across Amount of Time Spent in English-Speaking Country
Listening Reading
Mean Total TOEIC Scores
Worldwide Report 2013 25
Purpose for Time in a Native English-Speaking Country/Region
indicated travel as the purpose for spending the time. Another 31% of test takers indicated they did so for the purpose of participating in a language program.
0 100 200 300 400 500 600 700 800
To study
Other
To participate in language program
To work
To travel
387
377
361
332
328
326
311
294
285
271
Mean Total TOEIC Scores
Listening Reading
Figure 15: Mean TOEIC Scores Across Purpose of Living in a Native English-Speaking Country/Region
Inresponsetoaquestionasking,“Whatwasyourmainpurposeforlivinginacountry/regioninwhichEnglishisthemainspokenlanguage?”Thirty-twopercent
TOEIC Listening and Reading Comprehension Scores Across Purpose for Time Spent in English-Speaking Country
Mean Total TOEIC Scores
Listening Reading
26 Worldwide Report 2013
TOEIC Test-Taking Experience
ThepercentageoftesttakerswhohadpreviouslytakentheTOEICL&RTestvariedwidelyacrosscountries,fromalowof9%inChileandEgypt,toahighof85% and 79% in Korea and Japan, respectively. The
0 100 200 300 400 500 600 700
Three times or more
Twice
Once
Never
341
310
296
280
287
255
242
230
Mean Total TOEIC Scores
Listening Reading
Figure 16: Mean TOEIC Scores Across Frequency of Testing
majority of test takers (77%) had taken the TOEIC L&Rtestbefore,withthelargestpercentageoftesttakers (49%) having taken the TOEIC L&R Test three or more times previously.
TOEIC Listening and Reading Comprehension Scores Across Frequency of Testing
Listening Reading
Mean Total TOEIC Scores
Worldwide Report 2013 27
Purpose for Taking TOEIC L&R Test
A high percentage of test takers indicated that the purposeoftakingTOEICL&Rwasforlearning(32%), for job application (30%) and for graduation (19%). A large proportion of test takers in Korea (48%) and Costa Rica (34%) took the test for job
0 100 200 300 400 500 600 700
For job application
For graduation
For learning
To assess language program
For promotion
338
314
305
295
293
280
264
251
243
243
Mean Total TOEIC Scores
TOEIC Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC Test
Listening Reading
Figure 17: Mean TOEIC Scores Across Purpose for Taking TOEIC L&R Test
application purposes. For learning purposes, Chile (51%) and Japan (49%) had the highest proportion of test takers. For graduation, Morocco (82%), France (74%) and Reunion (74%) had a highest percentage of test takers.
TOEIC Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC Test
Listening Reading
Mean Total TOEIC Scores
28 Worldwide Report 2013
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 2013 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 2013
APPENDIX B
Response Rates to Each Background Questionnaire
N Response Rate
Total number of people using new Background Questionnaire 5,280,037
1. Education 4,688,931 89%
2. Major 4,390,123 83%
3. Employment Status 4,770,595 90%
4. Type of Industry 1,797,700 95%
5. Type of Job 1,582,393 83%
6. Years Spent Studying English 4,297,511 81%
7. Language Skills Most Emphasized 4,282,290 81%
8. Time Spent Daily Using English 4,289,296 81%
9. Language Skills Used Most Often 4,248,732 80%
10. Difficulty with English Communication 4,271,130 81%
11. Time in English Speaking Country/Region 4,250,861 81%
12. Purpose in English Speaking Country/Region 1,530,220 99%
13. Times Taken TOEIC 4,410,972 84%
14. Purpose for Taking TOEIC 4,340,885 82%
Note: N=1,898,960 was used to calculate response rates for questions 4 and 5 (after excluding test takers who selected options 03 and 04 in question 3); N=1,542,606 was used to calculate response rate for question 12 (after excluding test takers who selected option 01 in question 11).
Worldwide Report 2013 31
APPENDIX C
Correlations Between Listening and Reading – by Region
Regions Correlations
Africa 0.85
Asia 0.85
Europe 0.86
North America (including Mexico) 0.90
South America 0.88
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