2019 Report on Test Takers Worldwide
2019 Report on
Test Takers Worldwide
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ContentsThe TOEIC® Background Questionnaire ........................................................................................................................................2
Description of TOEIC® Listening and Reading Test Takers in 2019 ......................................................................................3
Mean TOEIC® Scores Across Native Countries ............................................................................................................................4
Relationship Between TOEIC® Listening and Reading Scores ..............................................................................................6
Test Takers by Demographic Variables .........................................................................................................................................6
Age ..................................................................................................................................................................................................12
Gender ............................................................................................................................................................................................13
Education .......................................................................................................................................................................................14
Academic Major ..........................................................................................................................................................................15
Employment Status ...................................................................................................................................................................16
Type of Industry ..........................................................................................................................................................................17
Type of Job ...................................................................................................................................................................................19
Years Spent Studying English ................................................................................................................................................20
Type of Language Skill Most Emphasized When Studying English ..........................................................................21
Daily English Use Requirement .............................................................................................................................................22
Most Frequently Used Language Skill .................................................................................................................................23
Difficulty with English Affecting Communication ..........................................................................................................24
Time Spent in a Native English-Speaking Country .........................................................................................................25
Purpose for Time in a Native English-Speaking Country ..............................................................................................26
TOEIC® Test-Taking Experience ..............................................................................................................................................27
Purpose for Taking the TOEIC® Listening and Reading Test ........................................................................................28
APPENDIX A—TOEIC® Background Questionnaire ..................................................................................................................29
APPENDIX B—Response Rates to Each Background Question ..........................................................................................31
APPENDIX C—Correlations Between Listening and Reading Scores by Region ..........................................................32
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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 2019.
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
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Description of TOEIC® Listening and Reading Test Takers in 2019
Background information was collected from all of the test takers who took the TOEIC® Listening and Reading test in 2019, through either 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.
• 53% of test takers were male.
• 50% of test takers had an undergraduate degree or were pursuing one.
• 26% of test takers majored in engineering while 19% and 18% majored in liberal arts and business, respectively.
• 52% of test takers were full-time students, while 37% were employed full-time.
• 14% of test takers worked in the manufacturing-electronic industry and another 14% in the service-other industry.
• 30% of test takers worked in scientific/technical professional positions, and 15% and 14% worked in marketing/sales and clerical/administrative positions, respectively.
• 79% of test takers had spent more than 6 years studying English.
• 23% of test takers indicated listening and speaking as their most emphasized skills when studying English.
• 43% of test takers indicated that they used English 1 to 10% in their daily life.
• 19% and 32% of test takers selected listening and reading, respectively, as their most often used English language skills.
• 35% of test takers indicated that they “sometimes” had difficulty with English communication.
• Only 11% of test takers had spent six months or more in a native English-speaking country.
• When spending time in English-speaking countries, travel (30%) and participation in language programs (30%) were indicated by test takers as the most frequent purposes.
• 40% of test takers indicated that they had previously taken the TOEIC test three or more times.
• 31% of test takers had taken the TOEIC test for learning, 24% for job application, and another 24% for graduation.
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Mean TOEIC® Scores Across Native Countries
Figure 1, below, shows the mean and standard deviation of TOEIC® Listening and Reading 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 the test taker took the TOEIC Listening and Reading test. Only countries with more than 500 TOEIC test takers are included in this table.
Worldwide Report 2019 5 Mean TOEIC® Scores Across Native Countries
Figure 1, below, shows the mean and standard deviation of TOEIC® Listening and Reading 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 the test taker took the TOEIC Listening and Reading test. Only countries with more than 500 TOEIC test takers are included in this table.
*Note: All charts reflect results only for categories containing 500 or more test takers. Mexico is included in the data for North America.
2019 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
318(99)
256(106)
340(117)
290(119)
341(108)
305(111)
363(101)
315(102)
381(91)
342(100)
2019 Worldwide TOEIC® Listening and Reading Comprehension Scores
Figure 1: Mean TOEIC Scores by Region
*Note: All charts reflect results only for categories containing 500 or more test takers. Mexico is included in the data for North America.
2019 Worldwide TOEIC® Listening and Reading Comprehension Scores
Reading Means (SD)Listening Means (SD)
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CountryListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*CANADA 463 (50) 414 (68) 877 (111)
GERMANY 431 (72) 381 (96) 812 (163)
LEBANON 417 (82) 365 (98) 782 (174)
BELGIUM 400 (88) 372 (94) 772 (175)
ITALY 394 (85) 369 (91) 763 (170)
PORTUGAL 394 (90) 342 (106) 736 (190)
FRANCE 385 (90) 348 (99) 733 (183)
TUNISIA 391 (87) 342 (92) 733 (172)
ARGENTINA 381 (112) 346 (115) 727 (221)
RUSSIA 387 (95) 338 (110) 726 (200)
MOROCCO 390 (88) 336 (97) 725 (178)
SPAIN 373 (93) 349 (97) 722 (183)
PHILIPPINES 389 (74) 324 (88) 713 (154)
COSTA RICA 388 (84) 325 (99) 713 (178)
MADAGASCAR 367 (97) 324 (102) 691 (193)
CHILE 357 (116) 322 (120) 679 (229)
KOREA (ROK) 375 (84) 303 (103) 678 (178)
ALGERIA 361 (97) 311 (102) 673 (193)
PERU 356 (94) 312 (96) 667 (181)
JORDAN 363 (105) 303 (112) 666 (210)
INDIA 347 (109) 315 (102) 662 (200)
COLOMBIA 339 (111) 307 (112) 646 (217)
BRAZIL 338 (105) 299 (110) 637 (209)
TURKEY 349 (91) 274 (108) 623 (190)
GREECE 345 (74) 278 (76) 623 (141)
REUNION 333 (107) 287 (113) 620 (214)
ECUADOR 321 (113) 299 (104) 620 (209)
CAMEROON 325 (112) 291 (98) 616 (198)
COTE D`IVOIRE (IVORY COAST) 325 (102) 288 (99) 614 (194)
MALAYSIA 342 (97) 269 (110) 611 (200)
GABON 325 (92) 277 (94) 602 (178)
GUADELOUPE 326 (108) 275 (111) 601 (213)
SENEGAL 316 (116) 272 (107) 588 (216)
CONGO REPUBLIC 316 (98) 265 (99) 581 (190)
MYANMAR (BURMA) 313 (97) 266 (100) 580 (190)
EL SALVADOR 309 (100) 268 (103) 577 (196)
MEXICO 308 (123) 264 (123) 572 (240)
CHINA, PEOPLE`S REPUBLIC 294 (98) 277 (100) 571 (189)
POLAND 313 (121) 255 (130) 568 (245)
TAIWAN 307 (101) 255 (107) 562 (200)
MARTINIQUE 302 (111) 251 (109) 554 (215)
HONG KONG 307 (105) 234 (114) 541 (211)
JAPAN 291 (92) 232 (97) 523 (181)
MACAO 298 (94) 218 (102) 516 (190)
ALBANIA 268 (98) 228 (92) 496 (184)
VIETNAM 261 (89) 230 (93) 490 (174)
THAILAND 282 (105) 203 (98) 485 (197)
INDONESIA 263 (102) 208 (98) 471 (192)
MONGOLIA 274 (98) 194 (98) 468 (189)
Table 1: Mean Performance by Native Country
*SD = Standard Deviation
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Relationship Between TOEIC® Listening and Reading ScoresThe correlation between the two sections of the TOEIC® Listening and Reading test was about 0.85. (Appendix C presents the correlations between Listening and Reading across regions). This is consistent with previous research and with the findings presented in the 2018 Report on Test Takers Worldwide. This level of correlation indicates that
the two measures are closely related, given that both measured test takers’ proficiencies in using English in business communication and test takers tended to put forth the same amount of effort to study both skills together.
Test Takers by Demographic VariablesTable 2 presents the number and percentage of test takers falling into different demographic categories, as well as the average TOEIC listening comprehension, reading comprehension, and total
scores for each category. More in-depth information about test takers in these categories is shown later in this report. The categories used in this report are those found in the TOEIC Background Questionnaire.
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Table 2: Mean Performance by Demographic Categories
% of Test takersListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Age
26 – 30 14.8 354 (93) 293 (104) 646 (189)
21 – 25 39.7 336 (98) 274 (106) 609 (195)
31 – 35 7.3 332 (98) 274 (107) 606 (197)
36 – 40 5.6 314 (98) 262 (105) 577 (195)
41 – 45 3.9 310 (97) 257 (106) 567 (196)
Over 45 5.8 304 (99) 252 (107) 555 (199)
Under 20 22.9 284 (97) 220 (100) 504 (189)
Gen
der Female 46.7 333 (98) 266 (107) 600 (197)
Male 53.3 312 (100) 257 (108) 570 (200)
Educ
atio
n
Graduate school 11.5 363 (87) 319 (97) 682 (177)
Undergraduate college 50.1 343 (92) 282 (102) 625 (186)
Elementary school 0.2 295 (113) 234 (111) 529 (215)
Junior high school 0.6 300 (106) 225 (107) 525 (205)
High school 7.1 290 (106) 226 (112) 516 (209)
Community college 22.6 273 (90) 212 (91) 485 (173)
Vocational school after high school 3.8 273 (100) 200 (98) 472 (190)
Language institution 1.4 273 (99) 191 (97) 464 (187)
Vocational school 2.8 255 (87) 186 (86) 441 (165)
*SD = Standard Deviation
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Table 2: Mean Performance by Demographic Categories (Continued)
% of Test takersListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Maj
or
Business related 17.9 334 (99) 281 (107) 614 (199)
Social studies 10.7 333 (97) 277 (106) 610 (194)
Liberal arts 19.1 338 (96) 270 (106) 608 (194)
Health related 5.2 329 (96) 271 (105) 600 (194)
Sciences 11.4 321 (95) 270 (104) 591 (191)
Engineering 26.3 307 (96) 250 (103) 557 (191)
Other 9.3 302 (103) 237 (108) 539 (203)
Curr
ent S
tatu
s Not employed 6.2 368 (86) 301 (99) 668 (176)
Part-time employee 4.1 343 (103) 285 (113) 627 (209)
Full-time employee 37.3 312 (98) 255 (107) 567 (198)
Full-time student 52.4 313 (99) 252 (106) 566 (197)
Type
of I
ndus
try
Service-Foreign Affairs 0.1 391 (91) 347 (104) 738 (188)
Service-Education (High school or below) 2.1 374 (90) 324 (100) 698 (183)
Mass Media 1.0 366 (90) 310 (103) 675 (186)
Public Utility Production 1.3 357 (89) 309 (98) 666 (180)
Service-Education (College or above) 2.6 358 (97) 307 (109) 665 (198)
Other 4.3 354 (97) 300 (107) 654 (196)
Trading 3.0 340 (92) 283 (102) 623 (186)
Finance 5.5 335 (96) 287 (105) 622 (193)
Manufacturing-Pharmaceuticals 2.0 333 (90) 285 (99) 618 (182)
Manufacturing-Clothing 0.4 343 (93) 272 (105) 615 (191)
Service-Legislative 3.8 331 (96) 280 (106) 611 (196)
Agriculture 0.4 330 (99) 278 (106) 608 (197)
Service-Health 2.4 333 (93) 274 (104) 607 (189)
Insurance 1.7 327 (92) 278 (101) 605 (185)
Real Estate 0.6 331 (95) 274 (103) 604 (190)
Service-Armed forces 2.2 327 (103) 275 (114) 602 (210)
*SD = Standard Deviation
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% of Test takersListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Type
of I
ndus
try
(con
t.)
Service-Traveling 2.3 337 (100) 264 (107) 601 (198)
Manufacturing-Food 1.4 325 (96) 270 (105) 594 (194)
Telecommunication 1.7 326 (91) 268 (103) 594 (186)
Service-Other 14.0 323 (94) 264 (104) 586 (190)
Retail/Wholesale 1.7 322 (100) 259 (108) 581 (202)
Transportation 3.7 317 (96) 252 (102) 569 (190)
Manufacturing-Petroleum 0.9 302 (102) 255 (110) 557 (206)
Manufacturing-Other 3.0 306 (105) 249 (113) 555 (211)
Manufacturing-Chemicals 3.8 302 (93) 251 (100) 553 (186)
Construction 2.3 302 (104) 246 (110) 548 (208)
Manufacturing-Glass 0.4 296 (94) 247 (100) 543 (188)
Manufacturing-Metals 2.2 289 (95) 240 (103) 530 (191)
Manufacturing-Machinery 6.6 289 (96) 232 (102) 522 (192)
Manufacturing-Vehicles 7.8 287 (91) 227 (99) 514 (183)
Manufacturing-Fabric 1.0 277 (95) 224 (103) 501 (191)
Manufacturing-Electronic 13.8 276 (94) 220 (101) 496 (188)
Type
of J
ob
Teaching/Training 4.9 367 (98) 316 (109) 683 (200)
Management 5.3 346 (99) 303 (106) 648 (197)
Professional Specialist 9.4 338 (92) 292 (102) 630 (187)
Services 6.0 343 (97) 279 (106) 622 (194)
Clerical/Administrative 14.4 337 (99) 277 (108) 614 (199)
Marketing/Sales 14.6 320 (95) 261 (104) 581 (192)
Technician 6.5 301 (103) 244 (107) 545 (202)
Scientific/Technical Professionals 30.2 298 (90) 244 (100) 542 (183)
Other 8.5 296 (111) 240 (118) 537 (222)
Other 8.8 292 (109) 237 (116) 529 (219)
Year
s Sp
ent
Stud
ying
Eng
lish > 10 years 44.0 362 (88) 305 (101) 667 (181)
6 – 10 years 35.4 302 (92) 244 (98) 546 (182)
4 – 6 years 11.6 278 (95) 216 (98) 494 (185)
< = 4 years 9.0 267 (97) 202 (98) 470 (187)
Table 2: Mean Performance by Demographic Categories (Continued)
*SD = Standard Deviation
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% of Test takersListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Lang
uage
Ski
lls M
ost
Emph
asiz
ed
Listening, Reading, Speaking, and Writing 20.8 361 (96) 305 (108) 666 (197)
Speaking 15.9 328 (97) 262 (105) 590 (194)
Listening and Speaking 23.0 329 (96) 260 (104) 589 (192)
Reading and Writing 6.7 317 (97) 269 (108) 586 (198)
Reading 18.3 293 (88) 248 (95) 541 (175)
Listening 12.5 295 (97) 232 (102) 527 (191)
Writing 2.9 283 (104) 230 (111) 513 (208)
Tim
e Sp
ent D
aily
Usi
ng
Engl
ish
51–100% 4.5 393 (87) 333 (106) 726 (186)
21–50% 12.6 364 (90) 302 (105) 666 (188)
11–20% 19.7 344 (93) 283 (105) 627 (191)
1–10% 42.9 314 (95) 255 (103) 569 (190)
None 20.3 280 (93) 224 (98) 504 (183)
Engl
ish
Lang
uage
Ski
lls
Use
d M
ost O
ften
Listening, Reading, Speaking, and Writing 9.4 372 (92) 312 (108) 684 (192)
Reading and Writing 7.3 346 (94) 293 (106) 638 (193)
Listening and Speaking 16.7 335 (95) 264 (104) 599 (191)
Reading 31.5 311 (93) 264 (102) 575 (187)
Listening 19.0 311 (101) 248 (108) 558 (201)
Speaking 12.8 307 (99) 240 (104) 547 (196)
Writing 3.3 298 (103) 243 (108) 541 (204)
Diffi
cult
y W
ith
Engl
ish
Com
mun
icat
ion
Sometimes 34.7 339 (93) 280 (103) 619 (188)
Seldom 22.8 325 (100) 269 (109) 594 (201)
Frequently 17.6 325 (90) 262 (100) 587 (181)
Almost never 16.5 298 (106) 244 (113) 542 (212)
Almost always 8.5 292 (97) 229 (102) 521 (191)
Table 2: Mean Performance by Demographic Categories (Continued) Table 2: Mean Performance by Demographic Categories (Continued)
*SD = Standard Deviation
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% of Test takersListening Reading Total
Mean (SD)* Mean (SD)* Mean (SD)*
Tim
e in
Eng
lish-
Spea
king
Co
untr
y
Yes, > 2 years 3.4 418 (80) 354 (102) 772 (174)
Yes, 1–2 years 2.4 398 (85) 331 (103) 729 (180)
Yes, 6–12 months 4.8 393 (81) 323 (99) 716 (172)
Yes, < 6 months 24.5 337 (89) 274 (101) 611 (182)
No 64.9 305 (96) 249 (104) 553 (193)
Purp
ose
For T
ime
in
Engl
ish-
Spea
king
Cou
ntry To study 18.9 383 (92) 321 (109) 704 (193)
Other 7.3 377 (97) 308 (111) 684 (200)
To work 14.6 357 (94) 300 (107) 657 (193)
To participate in language program 29.5 359 (84) 288 (98) 646 (173)
To travel 29.8 334 (92) 272 (103) 605 (187)
Num
ber o
f Tim
es
TOEI
C Te
st W
as T
aken Three times or more 39.8 343 (89) 280 (99) 623 (180)
Twice 12.3 323 (96) 263 (104) 586 (192)
Once 18.6 313 (99) 255 (108) 568 (199)
Never 29.4 302 (105) 248 (113) 550 (210)
Purp
ose
For T
akin
g
TOEI
C Te
st
For job application 24.1 348 (93) 280 (104) 628 (189)
For graduation 23.5 317 (103) 261 (111) 578 (207)
For learning 30.8 316 (98) 258 (106) 574 (196)
To assess language program 10.2 310 (99) 253 (106) 563 (197)
For promotion 11.4 297 (95) 237 (102) 534 (188)
*SD = Standard Deviation
Table 2: Mean Performance by Demographic Categories (Continued)
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Table 2: Mean Performance by Demographic Categories (Continued)
Age
A closer look at the demographic categories revealed that across all countries, the typical TOEIC® test taker was between 21 and 25 years of age (40%), 23% of test takers were under 20 years of age, 15% were between 26 and 30 years of age, and the remaining 23% were 31 years of age or older. Canada (74%), the Philippines (60%), and Hong Kong (59%) had the highest percentages of test takers who were under 20 years of age. Macao (77%), Morocco (72%), Italy (72%), Vietnam (69%),
and Belgium (68%) had the highest percentages of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (33%), Myanmar (32%), Senegal (32%), and Algeria (31%) had the highest proportions of test takers.
Figure 2 shows the mean total TOEIC scores as illustrated by a composite of listening comprehension and reading comprehension scores.
11:11 Thursday, March 12, 2020 13
Age
A closer look at the demographic categories revealed that across all countries, the typical TOEIC® test taker was between 21 and 25 years of age (40%), 23% of test takers were under 20 years of age, 15% were between 26 and 30years of age, and the remaining 23% were 31 years of age or older. Canada (74%), the Philippines (60%), and Hong Kong (59%) had the highest percentages of test takers who were under 20 years of age. Macao (77%), Morocco (72%), Italy (72%), Vietnam (69%), and Belgium (68%)
had the highest percentages of test takers between 21 and 25 years of age. For the 26 to 30 years of age group, Gabon (33%), Myanmar (32%), Senegal (32%), andAlgeria (31%) had the highest proportions of test takers.
Figure 2 shows the mean total TOEIC scores as illustrated by a composite of listening comprehension and reading comprehension scores.
TOEIC® Listening and Reading Comprehension Scores Across Age Levels
Figure 2: Mean TOEIC Scores Across Age Levels
Listening Reading
26–30
21–25
31–35
36–40
41–45
Over 45
Under 20
Mean Total TOEIC Score0 100 200 300 400 500 600 700
284 220
336 274
354 293
332 274
314 262
310 257
304 252
TOEIC® Listening and Reading Comprehension Scores Across Age Levels
Figure 2: Mean TOEIC Scores Across Age Levels
TOEIC® Listening and Reading Comprehension Scores Across Age Levels
Listening Reading
Mean Total TOEIC Score
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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 Jordan (67%), Chile (62%), Turkey (61%), and Japan (61%).
In some countries, however, there were higher proportions of female than male test takers. These
countries include Ecuador (74%), Thailand (66%), Albania (64%), Costa Rica (64%), and Russia (62%).
Figure 3 shows that females had higher average total scores than males for both listening and reading.
11:12 Thursday, March 12, 2020 14Gender
Overall, a larger proportion of males than females took the TOEIC® Listening and Reading test (as shown in Table 2). Countries that had a large male test-taking population include Jordan (67%), Chile (62%), Turkey (61%), and Japan (61%).
In some countries, however, there were higher proportions of female than male test takers. These
countries include Ecuador (74%), Thailand (66%), Albania (64%), Costa Rica (64%), and Russia (62%).
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
333 266
312 257
TOEIC® Listening and Reading Comprehension Scores Across Gender
Figure 3: Mean TOEIC Scores Across Gender
TOEIC® Listening and Reading Comprehension Scores Across Gender
Listening Reading
Mean Total TOEIC Score
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EducationHalf of test takers (50%) held an undergraduate degree or were pursuing an undergraduate degree at the time that they answered the TOEIC® Background Questionnaire. A higher percentage of women (52%) than men (49%) held or were pursuing an undergraduate degree. In contrast, a higher percentage of men (13%) than women (9%) held or were pursuing a graduate degree.
Because of differences among countries in educational systems, comparisons of educational
level are somewhat subjective. Results show that Thailand (80%), the Philippines (77%), Korea (77%), Mexico (70%), and Macao (70%) had the highest proportions of test takers holding or pursuing an undergraduate degree, while Gabon (74%), Morocco (73%), Ivory Coast (69%), and Algeria (66%) had the largest proportions of test takers holding or pursuing a graduate degree. Peru (70%) and Chile (69%) had the highest proportions of test takers with a vocational degree after high school.
11:13 Thursday, March 12, 2020 15Education
Half of test takers (50%) held an undergraduate degree orwere pursuing an undergraduate degree at the time that they answered the TOEIC® Background Questionnaire. Ahigher percentage of women (52%) than men (49%) held or were pursuing an undergraduate degree. In contrast, a higher percentage of men (13%) than women (9%) held or were pursuing a graduate degree.
Because of differences among countries in educational systems, comparisons of educational level are somewhat subjective. Results show that Thailand (80%), the
Philippines (77%), Korea (77%), Mexico (70%), andMacao (70%) had the highest proportions of test takers holding or pursuing an undergraduate degree, while Gabon (74%), Morocco (73%), Ivory Coast (69%), and Algeria (66%) had the largest proportions of test takers holding or pursuing a graduate degree. Peru (70%) and Chile (69%) had the highest proportions of test takers with a vocational degree after high school.
TOEIC®Listening and Reading Comprehension Scores Across Education
Figure 4 : Mean TOEIC Scores Across Education
Listening Reading
Graduate school
Undergraduate college
Elementary school
Junior high school
High school
Community college
Vocational school after high school
Language institution
Vocational school
Mean Total TOEIC Score0 100 200 300 400 500 600 700
295 234
300 225
290 226
255 186
273 200
273 212
343 282
363 319
273 191
TOEIC® Listening and Reading Comprehension Scores Across Education
Figure 4: Mean TOEIC Scores Across Education
TOEIC® Listening and Reading Comprehension Scores Across Education
Listening Reading
Mean Total TOEIC Score
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Academic Major
The largest percentage of TOEIC® Listening and Reading test takers majored in engineering (26%). The highest percentages of test takers with engineering majors were in Lebanon (47%), Tunisia (46%), Gabon (46%), Cameroon (46%), and Myanmar (46%). Liberal arts (19%) and business-related (18%) were the second and third most popular majors. Countries with high percentages of test takers with business-related majors include
Ivory Coast (52%), Ecuador (51%), and Martinique (48%). Countries with high percentages of test takers with liberal arts majors include Costa Rica (49%), India (43%), and Macao (31%).
Across all test takers, in terms of percentage, more females (30%) majored in liberal arts than males (10%), and more males (39%) majored in engineering than females (11%).
12:06 Thursday, March 19, 2020 16Academic Major The largest percentage of TOEIC® Listening and Reading test takers majored in engineering (26%). The highest percentages of test takers with engineering majors were in Lebanon (47%), Tunisia (46%), Gabon (46%), Cameroon (46%), and Myanmar (46%). Liberal arts (19%) and business-related (18%) were the second and third most popular majors. Countries with high percentages of test takers with business-related majors include Ivory Coast (52%), Ecuador (51%), and Martinique (48%). Countries
with high percentages of test takers with liberal arts majors include Costa Rica (49%), India (43%), and Macao (31%). Across all test takers, in terms of percentage, more females (30%) majored in liberal arts than males (10%), and more males (39%) majored in engineering than females (11%).
TOEIC®Listening and Reading Comprehension Scores Across Major
Figure 5 : Mean TOEIC Scores Across Major
Listening Reading
Business related
Social studies
Liberal arts
Health related
Sciences
Engineering
Other
Mean Total TOEIC Score0 100 200 300 400 500 600 700
338 270
333 277
334 281
321 270
329 271
307 250
302 237
TOEIC® Listening and Reading Comprehension Scores Across Academic Major
Figure 5: Mean TOEIC Scores Across Academic Major
Figure 5: Mean TOEIC Scores Across Academic Major
TOEIC® Listening and Reading Comprehension Scores Across Academic Major
Listening Reading
Mean Total TOEIC Score
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Employment Status
Overall the majority of TOEIC® Listening and Reading test takers were full-time students (52%). Countries such as the Philippines (86%), Macao (82%), and India (77%) had the highest proportions of full-time students.
Thirty-seven percent of test takers indicated they were full-time employees. Results show that testing
populations in Brazil (65%) and Myanmar (63%) had the highest percentages of full-time employees.
In terms of percentage, more males (46%) than females (26%) are full-time employees. More females (60%) than males (46%) are full-time students.
11:17 Thursday, March 12, 2020 17Employment Status
Overall the majority of TOEIC® Listening and Reading test takers were full-time students (52%). Countries such as the Philippines (86%), Macao (82%), and India (77%) had the highest proportions of full-time students.
Thirty-seven percent of test takers indicated they were full-time employees. Results show that testing
populations in Brazil (65%) and Myanmar (63%) had thehighest percentages of full-time employees.
In terms of percentage, more males (46%) than females (26%) are full-time employees. More females (60%) than males (46%) are full-time students.
TOEIC®Listening and Reading Comprehension Scores Across Current Status
Figure 6 : Mean TOEIC Scores Across Current Status
Listening Reading
Not employed
Part-time employee
Full-time employee
Full-time student
Mean Total TOEIC Score0 100 200 300 400 500 600 700
312 255
343 285
368 301
313 252
TOEIC® Listening and Reading Comprehension Scores Across Employment Status
Figure 6: Mean TOEIC Scores Across Employment Status Figure 6: Mean TOEIC Scores Across Employment Status
TOEIC® Listening and Reading Comprehension Scores Across Employment Status
Listening Reading
Mean Total TOEIC Score
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Type of Industry
As seen in Table 2, most test takers who were employed full time worked in either the manufacturing or service industries.
Figures 7a (service), 7b (manufacturing) and 7c (other than service or manufacturing) provide
average TOEIC® Listening and Reading scores for the various industry types.
TOEIC® Listening and Reading Comprehension Scores Across Major
11:18 Thursday, March 12, 2020 18Type of Industry As seen in Table 2, most test takers who were employed full time worked in either the manufacturing or service industries.
Figures 7a (service), 7b (manufacturing) and 7c (other than service or manufacturing) provide average TOEIC® Listening and Reading scores for the various industry types.
TOEIC®Listening and Reading Comprehension Scores Across Type of Industry
Figure 7a : Mean TOEIC Scores Across Type of Industry
Listening Reading
Service-Foreign Affairs
Service-Education (High school or below)
Service-Education (College or above)
Service-Legislative
Service-Health
Service-Armed forces
Service-Traveling
Service-Other
Mean Total TOEIC Score0 100 200 300 400 500 600 700 800
374 324
358 307
331 280
391 347
327 275
333 274
337 264
323 264
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7a: Mean TOEIC Scores Across Type of Industry (Service) Figure 7a: Mean TOEIC Scores Across Type of Industry (Service)
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Listening Reading
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11:20 Thursday, March 12, 2020 19
TOEIC®Listening and Reading Comprehension Scores Across Type of Industry
Figure 7b : Mean TOEIC Scores Across Type of Industry
Listening Reading
Manufacturing-Pharmaceuticals
Manufacturing-Clothing
Manufacturing-Food
Manufacturing-Petroleum
Manufacturing-Other
Manufacturing-Chemicals
Manufacturing-Glass
Manufacturing-Metals
Manufacturing-Machinery
Manufacturing-Vehicles
Manufacturing-Fabric
Manufacturing-Electronic
Mean Total TOEIC Score0 100 200 300 400 500 600 700
325 270
333 285
302 251
277 224
302 255
289 240
289 232
276 220
287 227
296 247
343 272
306 249
Figure 7b: Mean TOEIC Scores Across Type of Industry (Manufacturing)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7b: Mean TOEIC Scores Across Type of Industry (Manufacturing)
11:20 Thursday, March 12, 2020 20TOEIC®Listening and Reading Comprehension Scores Across Type of Industry
Figure 7c : Mean TOEIC Scores Across Type of Industry
Listening Reading
Mass Media
Public Utility Production
Other
Trading
Finance
Agriculture
Insurance
Real Estate
Telecommunication
Retail/Wholesale
Transportation
Construction
Mean Total TOEIC Score0 100 200 300 400 500 600 700
330 278
302 246
357 309
366 310
326 268
322 259
340 283
335 287
327 278
331 274
317 252
354 300
Figure 7c: Mean TOEIC Scores Across Type of Industry (Other)
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Figure 7c: Mean TOEIC Scores Across Type of Industry (Other)
Mean Total TOEIC Score
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
TOEIC® Listening and Reading Comprehension Scores Across Type of Industry
Listening Reading
Listening Reading
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Type of Job
The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was scientific/technical professionals (30%).
Turkey (41%), Senegal (40%), Myanmar (40%), and Japan (40%) had the largest percentages of test takers working in scientific/technical positions. For management positions, Ecuador (51%) had the largest percentage of test takers. For teaching/
training positions, Costa Rica (60%) had the largest percentage of test takers.
Overall, in terms of percentage, more females (9%) worked in teaching/training positions than males (3%), and more females (24%) worked in clerical/administration positions than males (10%). More males (38%) worked in scientific/technical positions than females (15%).
11:21 Thursday, March 12, 2020 21Type of Job
The types of jobs performed by test takers varied greatly across countries. Overall, the largest group of test takers was scientific/technical professionals (30%).
Turkey (41%), Senegal (40%), Myanmar (40%), and Japan (40%) had the largest percentages of test takers working in scientific/technical positions. For management positions, Ecuador (51%) had the largest percentage of test takers. For teaching/training positions, Costa Rica (60%) had the largest percentage of test takers.
Overall, in terms of percentage, more females (9%) worked in teaching/training positions than males (3%), and more females (24%) worked inclerical/administration positions than males (10%). More males (38%) worked in scientific/technical positions than females (15%).
TOEIC®Listening and Reading Comprehension Scores Across Type of Job
Figure 8 : Mean TOEIC Scores Across Type of Job
Listening Reading
Teaching/Training
Management
Professional Specialist
Services
Clerical/Administrative
Marketing/Sales
Technician
Scientific/Technical Professionals
Other
Mean Total TOEIC Score0 100 200 300 400 500 600 700
346 303
298 244
367 316
338 292
301 244
320 261
337 277
343 279
296 240
TOEIC® Listening and Reading Comprehension Scores Across Type of Job
Figure 8: Mean TOEIC Scores Across Type of Job
TOEIC® Listening and Reading Comprehension Scores Across Type of Job
Mean Total TOEIC Score
Listening Reading
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Years Spent Studying English
The 2019 test takers exhibited very similar patterns to those in previous years in the length of time spent studying English. Seventy-nine percent of 2019 test takers indicated that they studied English for six or more years.
Costa Rica (42%) and Brazil (41%) had the largest percentages of test takers who studied English for less than or equal to four years.
In contrast, countries that had high proportions of test takers who studied English for more than ten years include Malaysia (71%), Macao (71%), Hong Kong (70%), and India (69%).
11:22 Thursday, March 12, 2020 22Years Spent Studying English
The 2019 test takers exhibited very similar patterns to those in previous years in the length of time spent studying English. Seventy-nine percent of 2019 test takers indicated that they studied English for six or more years.
Costa Rica (42%) and Brazil (41%) had the largest percentages of test takers who studied English for less than or equal to four years.
In contrast, countries that had high proportions of test takers who studied English for more than ten years include Malaysia (71%), Macao (71%), Hong Kong (70%), and India (69%).
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 Score0 100 200 300 400 500 600 700
267 202
278 216
302 244
362 305
TOEIC® Listening and Reading Comprehension Scores Across Years Spent Studying English
Figure 9: Mean TOEIC Scores Across Years Spent Studying English
TOEIC® Listening and Reading Comprehension Scores Across Years Spent Studying English
Mean Total TOEIC Score
Listening Reading
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Type of Language Skill Most Emphasized When Studying English
After indicating the number of years spent studying English, test takers were asked to identify which language skills were most emphasized during their studies. Twenty-one percent of all test takers indicated that all four English-language skills (listening, reading, speaking, and writing) were emphasized. However, a slightly higher percentage
of test takers (23%) indicated that listening and speaking skills were the skills most emphasized.
Test takers from India (53%), Belgium (50%), and Albania (49%) indicated an emphasis on all four English-language skills.
11:23 Thursday, March 12, 2020 23Type of Language Skill Most Emphasized When Studying English
After indicating the number of years spent studying English, test takers were asked to identify which languageskills were most emphasized during their studies. Twenty-one percent of all test takers indicated that all four English language skills (listening, reading, speaking, and writing) were emphasized. However, a slightly higher
percentage of test takers (23%) indicated that listening and speaking skills were the skills most emphasized.
Test takers from India (53%), Belgium (50%), and Albania (49%) indicated an emphasis on all four English language skills.
TOEIC®Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Figure 10 : Mean TOEIC Scores Across Language Skills Most Emphasized
Listening Reading
Listening, Reading, Speaking and Writing
Speaking
Listening & Speaking
Reading & Writing
Reading
Listening
Writing
Mean Total TOEIC Score0 100 200 300 400 500 600 700
295 232
293 248
328 262
283 230
329 260
317 269
361 305
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Figure 10: Mean TOEIC Scores Across Language Skills Most Emphasized
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Most Emphasized
Mean Total TOEIC Score
Listening Reading
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Daily English Use Requirement
In response to the question “How much time must you use English in your daily life?”, 43% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries that had large proportions of test takers in this category include Macao (46%) and Japan (46%).
Test takers from Peru (34%), China (32%), Mongolia (31%), and Chile (31%) responded that they spent 11–20% of their daily life using English. Test takers in India (42%), El Salvador (34%), and Thailand (31%) indicated that they spent 51–100% of their daily life using English.
11:24 Thursday, March 12, 2020 24Daily English Use Requirement
In response to the question “How much time must you use English in your daily life?”, 43% of all test takers indicated that they had to use English for only 1 to 10% of their daily life. Countries that had large proportions of test takers in this category include Macao (46%) and Japan (46%).
Test takers from Peru (34%), China (32%), Mongolia (31%), and Chile (31%) responded that they spent 11-20% of their daily life using English. Test takers in India (42%), El Salvador (34%), and Thailand (31%) indicated that they spent 51-100% of their daily life using English.
TOEIC®Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Figure 11 : Mean TOEIC Scores Across Time Spent Daily Using English
Listening Reading
51–100%
21–50%
11–20%
1–10%
None
Mean Total TOEIC Score0 100 200 300 400 500 600 700 800
280 224
314 255
344 283
364 302
393 333
TOEIC® Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Figure 11: Mean TOEIC Scores Across Time Spent Daily Using English
TOEIC® Listening and Reading Comprehension Scores Across Time Spent Daily Using English
Mean Total TOEIC Score
Listening Reading
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Most Frequently Used Language Skill
Thirty-two percent of all test takers indicated that reading was the English language skill that they used most often. Brazil (40%), Taiwan (40%), Chile (39%), China (37%), Japan (36%), and Peru (35%) had the highest percentages of test takers with reading as their most used skill. For listening, 19% of all test takers indicated that was the skill used most often. Countries that had high percentages of test takers
selecting listening include Albania (43%), Réunion (38%), and Martinique (37%). Nine percent of test takers indicated that they use all four language skills equally.
Overall, in terms of percentage, males were more inclined than females (36% vs. 26%) to choose reading as the English language skill they used most often.
11:24 Thursday, March 12, 2020 25
Most Frequently Used Language Skill
Thirty-two percent of all test takers indicated that reading was the English language skill that they used most often. Brazil (40%), Taiwan (40%), Chile (39%), China (37%), Japan (36%), and Peru (35%) had the highest percentages of test takers with reading as their most used skill. For listening, 19% of all test takers indicated that was the skill used most often. Countries that had high percentages of test takers selecting listening include Albania (43%),
Réunion (38%), and Martinique (37%). Nine percent of test takers indicated that they use all four language skills equally.
Overall, in terms of percentage, males were more inclinedthan 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 Score0 100 200 300 400 500 600 700
311 248
311 264
307 240
298 243
335 264
346 293
372 312
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often
Figure 12: Mean TOEIC Scores Across English Language Skills Used Most Often
TOEIC® Listening and Reading Comprehension Scores Across Language Skills Used Most Often
Mean Total TOEIC Score
Listening Reading
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Difficulty with English Affecting Communication
When asked “How often has difficulty with English affected your ability to communicate?”, 35% of all test takers responded “sometimes”, 23% responded that difficulty with English “seldom” affected their
ability to communicate, and 18% responded that difficulty with English “frequently” affected their ability to communicate.
11:25 Thursday, March 12, 2020 26Difficulty With English Affecting Communication
When asked “How often has difficulty with English affected your ability to communicate?”, 35% of all test takers responded “sometimes”, 23% responded that difficulty with English “seldom” affected their ability to communicate, and 18% responded that difficulty with English “frequently” affected their ability to communicate.
TOEIC®Listening and Reading Comprehension Scores Across Difficulty with English Communication
Figure 13 : Mean TOEIC Scores Across Difficulty with English Communication
Listening Reading
Sometimes
Seldom
Frequently
Almost never
Almost always
Mean Total TOEIC Score0 100 200 300 400 500 600 700
298 244
325 269
339 280
325 262
292 229
TOEIC® Listening and Reading Comprehension Scores Across Difficulty With English Communication
Figure 13: Mean TOEIC Scores Across Difficulty With English Communication
Figure 13: Mean TOEIC Scores Across Difficulty With English Communication
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Across Difficulty With English Communication
Listening Reading
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Time Spent in a Native English-Speaking Country
Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” Only 11% of all test takers indicated that they had spent six months or more in a country
in which English was the main spoken language. Sixty-five percent indicated that they have never spent time in an English-speaking country.
11:26 Thursday, March 12, 2020 27Time Spent in a Native English-Speaking Country
Respondents were asked “Have you ever lived in a country in which English is the main spoken language?” Only 11% of all test takers indicated that they had spent six months or more in a country in which English was the main spoken language. 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
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 Score0 100 200 300 400 500 600 700 800
305 249
337 274
393 323
398 331
418 354
TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Figure 14: Mean TOEIC Scores Across Time in English-Speaking Country
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Across Time in English-Speaking Country
Listening Reading
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Purpose for Time in a Native English-Speaking Country
In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?”, 30% indicated travel as the purpose for spending time there. Thirty percent of test takers indicated they did so for the purpose of participating in a language program.
In terms of percentage, more females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (21%) than females (8%) indicated that the purpose was to work.
11:27 Thursday, March 12, 2020 28Purpose for Time in a Native English-Speaking Country
In response to a question asking, “What was your main purpose for living in a country in which English is the main spoken language?”, 30% indicated travel as the purpose for spending time there. Thirty percent of test takers indicated they did so for the purpose of participating in a language program.
In terms of percentage, more females (37%) than males (22%) indicated that the purpose was to participate in a language program. More males (21%) than females (8%) indicated that the purpose was to work.
TOEIC®Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country
Figure 15 : Mean TOEIC Scores Across Purpose for Time in English-Speaking Country
Listening Reading
To study
Other
To work
To participate in language program
To travel
Mean Total TOEIC Score0 100 200 300 400 500 600 700 800
383 321
359 288
334 272
357 300
377 308
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Time in English-Speaking Country
Figure 15: Mean TOEIC Scores Across Purpose for Time in English-Speaking Country
Mean Total TOEIC Score
TOEIC® Listening and Reading Comprehension Scores Purpose for Time in English-Speaking Country
Listening Reading
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TOEIC® Test-Taking Experience
The percentages of test takers who had previously taken the TOEIC® test varied widely across countries, from a low of 15% in Belgium and in India, to highs of 76% in Korea and 78% in Japan.
The majority of test takers (71%) had taken the TOEIC test before, with the largest percentage of test takers (40%) having taken the TOEIC test three or more times previously.
11:28 Thursday, March 12, 2020 29TOEIC® Test-Taking Experience
The percentages of test takers who had previously taken the TOEIC® test varied widely across countries, from a low of 15% in Belgium and in India, to highs of 76% in Korea and 78% in Japan.
The majority of test takers (71%) had taken the TOEIC test before, with the largest percentage of test takers (40%) having taken the TOEIC test three or more times previously.
TOEIC®Listening and Reading Comprehension Scores Across Number of Times the TOEIC Test Was Taken
Figure 16 : Mean TOEIC Scores Across Number of Times the TOEIC Test Was Taken
Listening Reading
Three times or more
Twice
Once
Never
Mean Total TOEIC Score0 100 200 300 400 500 600 700
302 248
313 255
323 263
343 280
Section Scores Across Number of Times the TOEIC® Test Was Taken
Figure 16: Mean TOEIC Scores Across Number of Times the TOEIC Listening and Reading Test Was Taken
Figure 16: Mean TOEIC Scores Across Number of Times the TOEIC Listening and Reading Test Was Taken
Section Scores Across Number of Times the TOEIC® Test was Taken
Mean Total TOEIC Score
Listening Reading
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Purpose for Taking the TOEIC® Listening and Reading Test
High percentages of test takers indicated that the purpose of taking the TOEIC® Listening and Reading test was for learning (31%), job application (24%), and graduation (24%).
A large proportion of test takers in Costa Rica (66%), Thailand (53%), and Korea (45%) took the test for job application purposes.
For learning purposes, Japan (41%) and Hong Kong (36%) had the highest proportions of test takers.
For graduation, Senegal (83%), Gabon (82%), Cameroon (77%), and Congo (76%) had the highest percentages of test takers.
11:29 Thursday, March 12, 2020 30Purpose for Taking the TOEIC® Listening and Reading Test
High percentages of test takers indicated that the purpose of taking the TOEIC® Listening and Reading test was for learning (31%), job application (24%), and graduation (24%). A large proportion of test takers in Costa Rica (66%), Thailand (53%), and Korea (45%) took the test for job application purposes.
For learning purposes, Japan (41%) and Hong Kong (36%) had the highest proportions of test takers. For graduation, Senegal (83%), Gabon (82%), Cameroon (77%), and Congo (76%) had the highest percentages of test takers.
TOEIC®Listening and Reading Comprehension Scores Across Purpose for Taking the TOEIC Test
Figure 17 : Mean TOEIC Scores Across Purpose for Taking the TOEIC Test
Listening Reading
For job application
For graduation
For learning
To assess language program
For promotion
Mean Total TOEIC Score0 100 200 300 400 500 600 700
348 280
297 237
310 253
316 258
317 261
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Taking the TOEIC® Test
Figure 17: Mean TOEIC Scores Across Purpose for Taking the TOEIC Listening and Reading Test
Figure 17: Mean TOEIC Scores Across Purpose for Taking the TOEIC Listening and Reading Test
TOEIC® Listening and Reading Comprehension Scores Across Purpose for Taking the TOEIC® Test
Mean Total TOEIC Score
Listening Reading
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APPENDIX A
Background Questionnaire
4. If you are currently employed, which industry best describes that of your current employer?
01. Agriculture/fishing/forestry/mining02. Construction/building design03. Manufacturing—food04. Manufacturing—pharmaceuticals05. Manufacturing—chemicals06. Manufacturing—fabric/paper07. Manufacturing—oil/petroleum/rubber08. Manufacturing—steel/other metals09. Manufacturing—machinery/fine machinery10. Manufacturing—electronic 11. Manufacturing—vehicles (includes
manufacturing of all modes of transportation)12. Manufacturing—cement/glass13. Manufacturing—clothing14. Manufacturing—other15. Service—education (high school equivalent or
below)16. Service—education (college equivalent or
above, assessment, research)17. Service—court/legislative/municipal/prefecture18. Service—foreign affairs19. Service—armed forces20. Service—health/hospital/medical research 21. Service—hotel/recreation/restaurant/travel22. Service—other23. Public utilities production/management
(electricity/water supply)24. Broadcasting/mass media25. Telecommunication26. Retail/wholesale27. Trading28. Accounting/banking/finance/security29. Insurance30. Real estate31. Transportation32. Other
5. If you are currently employed, which of the following best describes the type of job you do? (The jobs shown in parentheses are examples only.)
A. Management (executive, manager, director)B. Scientific/technical professionals (engineer,
mathematician, programmer, researcher, scientist)
C. Teaching/training D. Professional specialist (accountant, broker,
financial specialist, lawyer)
Read the choices below each question and select the one best answer. Fill in only one answer for each question.
Section I. Your educational and/or work-related background
1. Choose either the level of education in which you are currently enrolled or the highest level that you have completed.
A. Elementary school (primary school)B. General secondary school (junior high
school)C. Secondary school for university entrance
qualification or equivalent (high school)D. Vocational/technical high schoolE. Vocational/technical school after high schoolF. Community/junior college (for associate degree)G. Undergraduate college or university (for bachelor’s
degree)H. Graduate or professional school (for
master’s or doctoral degree)I. Language institution
2. Choose the major that you are currently enrolled in or the major of your highest degree. (The majors shown in parentheses are examples only.)
A. Liberal arts (education, fine arts, languages, literature, music, psychology)
B. Social studies/law (international studies, law studies, political science, sociology)
C. Accounting/business/economicsD. Finance/marketing/tradingE. Sciences (agriculture, computer science,
mathematics, physics, statistics)F. Health (medicine, nursing, pharmacy, public
health)G. Engineering/architectureH. Other/none
3. Which of the following best describes your current status?
A. I am employed full-time (including self-employed).
B. I am employed part-time and/or study part-time.
C. I am not employed. (Skip to Question #6.)D. I am a full-time student. (Skip to Question #6.)
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APPENDIX A (Continued)APPENDIX A (continued)
E. Technician (carpenter, electrician, equipment operator, plumber)
F. Marketing/sales (foreign exchange broker, marketing analyst, real estate agent, sales representative, travel agent)
G. Clerical/administrative (office staff member, receptionist, secretary)
H. Services (customer service representative, human resources representative, hotel staff member, public relations representative)
I. Other
Section II. Your English-language experience
6. How many years have you spent studying English?
A. Less than or equal to 4 yearsB. More than 4 years but less than or equal to
6 yearsC. More than 6 years but less than or equal to 10 yearsD. More than 10 years
7. Which of the following language skills are/were most emphasized?
A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing
8. How much time must you use English in your daily life?
A. None at allB. 1 to 10%C. 11 to 20% D. 21 to 50% E. 51 to 100%
9. Which of the following English-language skills do you use most often?
A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing
10. How often has difficulty with English affected your ability to communicate?
A. Almost neverB. SeldomC. SometimesD. FrequentlyE. Almost always
11. Have you ever lived in a country in which English is the main spoken language?
A. No (Skip to Question #13.)B. Yes, for less than 6 monthsC. Yes, for 6 to 12 monthsD. Yes, for more than 1 but less than or
equal to 2 yearsE. Yes, for more than 2 years
12. What was your main purpose for living in a country in which English is the main spoken language?
A. To study (in other than an English-language program)
B. To participate in an English-language programC. To travel (not work related)D. To workE. Other
Section III. Your experience in taking the TOEIC® test
13. Before today, how many times have you taken the TOEIC test?
A. Never B. OnceC. TwiceD. Three times or more
14. What is your main purpose for taking today’s TOEIC test?
A. For a job applicationB. For promotionC. To assess the effectiveness of an English-
language programD. To assess future learning needsE. To graduate from a course of study
Background Questionnaire - Side 2
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APPENDIX B
Response Rates to Each Background QuestionN Response Rate
Total Number of People Using the Background Questionnaire 4,848,894 .
Education 3,700,600 76%
Major 3,361,980 69%
Current Status 3,823,439 79%
Type of Industry 1,480,352 94%
Type of Job 1,266,662 80%
Years Spent Studying English 3,361,490 69%
Language Skills Most Emphasized 3,349,457 69%
Time Spent Daily Using English 3,355,118 69%
English Language Skills Used Most Often 3,323,156 69%
Difficulty With English Communication 3,340,516 69%
Time in English-Speaking Country 3,324,075 69%
Purpose for Time in English-Speaking Country 1,155,019 99%
Number of Times the TOEIC® Test Was Taken 3,353,457 69%
Purpose for Taking the TOEIC Test 3,474,234 72%
*Note: N = 1,582,751 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 = 1,165,998 was used to calculate response rate for question 12 (after excluding test takers who selected option 01 in question 11).
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APPENDIX C
Correlations Between Listening and Reading Scores by RegionRegion Correlations
Africa 0.86
Asia 0.85
Europe 0.87
North America 0.91
South America 0.88
L I S T E N I N G
R E A D I N G
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The TOEIC® Background QuestionnaireDescription of TOEIC® Listening and Reading Test Takers in 2019Mean TOEIC® Scores Across Native CountriesRelationship Between TOEIC® Listening and Reading ScoresTest Takers by Demographic VariablesAge GenderEducationAcademic MajorEmployment StatusType of IndustryType of Job Years Spent Studying English Type of Language Skill Most Emphasized When Studying EnglishDaily English Use RequirementMost Frequently Used Language SkillDifficulty with English Affecting CommunicationTime Spent in a Native English-Speaking CountryPurpose for Time in a Native English-Speaking CountryTOEIC® Test-Taking ExperiencePurpose for Taking the TOEIC® Listening and Reading Test APPENDIX AAPPENDIX BAPPENDIX C