The TOEIC® Test Test of English for International CommunicationTM Report on Test Takers Worldwide 2005
2 Worldwide Data 2005 Table of Contents
The TOEIC® Background Questionnaire………………………………………………...2 Description of TOEIC Test Takers in 2005………………………………………………3 Test Takers by Geographical Region……………………………………………………..3 Mean TOEIC Scores Across Native Countries…………………………………………...4 Mean TOEIC Scores Across Regions…………………………………………….………6 Mean TOEIC Scores Across Representatives………………………………………….....6 Relationship Among Listening, Reading and Total TOEIC Scores………………...…….8 Test Takers by Demographic Variables………………………………………………......8
Type of Job………………………………………………………………………15
Tenure……………………………………………………………………………16 Time Spent in a Native English-speaking Country………………………………………17
Frequency of English Use……………………………………………………….18
TOEIC Test-Taking Experience…………………………………………………20
Have you taken the TOEIC test before?....................................................20
When did you last take the TOEIC test?……………………………..….21
Worldwide Data 2005 3 The TOEIC® Background Questionnaire
The TOEIC® Background Questionnaire is a The information gathered through these survey that gathers information about TOEIC questionnaires was combined into one data set test takers’ educational background, work and used to produce this report. Data were experience, English language use and study, and aggregated into fairly broad categories to the TOEIC test-taking experience. Responses to accommodate differences across the the questionnaire enable organizations to learn questionnaires used in various countries. As a more about the backgrounds of people who take result, some of the finer distinctions within the test and some of the factors that affect their categories, such as occupation and job level, are TOEIC scores and related improvement in not present. In addition, the vast majority of test English proficiency. The TOEIC Background takers in this report are from Japan and Korea Questionnaire is presented in Appendix A. (ROK), so the results may not be representative
of other regions. Consequently, care should be The TOEIC Background Questionnaire is taken in making inferences based on this data. administered at each testing session before
individuals take the TOEIC test. The Please note that all percentages within the text questionnaire is administered through TOEIC are rounded to the nearest whole number and in representatives in Amideast (region), Australia, some cases may add up to more than Canada, Chile, Costa Rica, El Salvador, Europe, 100 percent. Also note that all tables and Germany, Greece, Hong Kong, Hungary, figures reflect results only for categories Mexico, the Philippines, Portugal, Saudi Arabia, containing 500 or more test takers. Singapore, Switzerland, Taiwan, Thailand, Turkey, United Kingdom and the United States. Similar questionnaires, developed to meet the needs of individual representatives, are administered in Japan and Korea (ROK). In other countries (e.g., Thailand) more limited demographic information is collected. In 2005, 281,980 test takers completed the Background Questionnaire and 984,970 test takers completed other similar questionnaires.
4 Worldwide Data 2005 Description of TOEIC Test Takers in 2005
Background information was collected from the • Most test takers worked in scientific or total group of 1,266,950 persons who took the technical positions (55 percent), TOEIC test in 2005. The following is a general marketing/sales (17 percent) or clerical description of the test takers included in this positions (9 percent) analysis. • 60 percent of test takers have held their
current position for 5 or more years • The largest proportion of test takers (50 • Only 11 percent of test takers had spent six percent) were under 25 years of age months or more in an English-speaking • 65 percent of test takers were male country • Most test takers (82 percent) had an • 61 percent used English more than once per undergraduate degree or were pursuing one week • 35 percent of the test takers worked at a • 81 percent had spent 5 years or more managerial/supervisory level while 20 studying English percent worked at a non-managerial/non- • 50 percent of test takers who took the supervisory level TOEIC test in 2005 had previously taken it • 54 percent of test takers were employed, and on two or more occasions 38 percent were students • 47 percent had taken the TOEIC test less than six months ago
Test Takers by Geographical Region
Japan and Korea (ROK) accounted for heavily influenced by the large proportion of test approximately 77 percent of test takers takers from Japan and Korea (ROK) who, in worldwide, as shown in Figure 1. Aside from some cases, were markedly different from test these two countries, Figure 21 shows that the takers in other countries. Asian region had the greatest number of test
takers, followed by Europe. While this report Figure 3 provides depicts TOEIC performance presents data from around the world, the overall by region. Tables 1 – 3 exhibit additional data findings are on TOEIC performance by country, region and
TOEIC Volumes TOEIC Volumes Asia Japan 46% 65% Europe Korea South America Africa North 40% (RO K) O ther 3% 2% America 12% 23% 9% Figure 2: Worldwide Volumes by Region Figure 1: Worldwide Volumes by Country
1 Figure 2 presents TOEIC volumes in regions other
than Japan and Korea (ROK).
Worldwide Data 2005 5
2005 Worldwide TOEIC Listening and Reading Comprehension Scores 236 191 South America 259 198 Japan 293 237 Asia 287 248 Korea 330 291 Africa 347 292 North America 358 330 Europe 0 100 200 300 400 500 600 700 Mean Total TOEIC Scores List ening Reading Figure 3: Mean Total TOEIC Scores by Region * All charts reflect results only for categories containing 500 or more test takers
Mean TOEIC Scores Across Native Countries
Table 1 is organized by the native country of test information about average TOEIC scores, only takers and shows the average test scores of all countries with more than 500 TOEIC test takers individuals from a given country. Keep in mind are included in this table. This criterion includes that the native country of a test taker is not relatively few test takers who were from other necessarily the country in which he or she took countries. the TOEIC test. In order to provide reliable
6 Worldwide Data 2005 Table 1: Mean Performance by Native Country
Worldwide Data 2005 7 Mean TOEIC Scores Across Regions
Table 2 presents the number of test takers from include Japan or Korea (ROK) — these two particular regions and their average TOEIC countries are presented separately. Also, due to scores. The regions shown here refer to the the small number of test takers from the South general location of a test taker’s native country, Pacific, the average TOEIC scores for this not necessarily the country in which they took region are not presented, as there is not the TOEIC test. Please note that Asia does not sufficient volume to generate reliable data.
Table 2: Mean Performance by Region
# of Test % of Test Listening Reading Total Region Takers Takers Mean (SD)* Mean (SD) Mean (SD) Europe 117,259 9.3 358 (94) 330 (88) 688 (173) North America 24,955 2.0 347 (106) 292 (102) 638 (201) Africa 6,051 0.5 330 (100) 291 (100) 621 (191) Korea (ROK) 150,934 11.9 287 (100) 248 (107) 535 (197) Asia 132,660 10.5 293 (100) 237 (102) 530 (193) Japan 821,510 65.0 259 (86) 198 (91) 457 (168) South America 9,456 0.7 236 (122) 191 (109) 427 (223) South Pacific 273 0.0 - - - - - - Total 1,263,098 100 277 (96) 222 (103) 500 (190) * SD = Standard Deviation
Mean TOEIC Scores Across Representatives Table 3 shows the average TOEIC test scores in Switzerland were from Switzerland. Seventy- countries served by a TOEIC representative. In nine percent of test takers from Hong Kong were many cases, the native country of the test takers from Hong Kong, while 19 percent were from is different from the country in which they took Japan. Fifty-six percent of test takers from the the test. Again, in order to provide reliable Philippines were Filipino, while 38 percent were information about average TOEIC scores, only from Korea (ROK). In contrast, Canada’s test representative countries with more than 500 takers were primarily Japanese (41 percent) and TOEIC test takers are included in this table. Korean (17 percent), as were those tested in
Australia (63 percent Japanese, 27 percent At least 99 percent of test takers from Chile, Korean), and in the United States (71 percent Greece, Mexico, Taiwan, Thailand and Turkey Japanese, 15 percent Korean). Eighty-three were from those countries. Ninety-six percent of percent of test takers from Singapore were test takers from Costa Rica were from Costa Japanese, while 6 percent were Chinese. Sixty- Rica, 95 percent of test takers from Europe were eight percent of test takers from the United from France, 96 percent of test takers from Kingdom were Japanese. Portugal were from Portugal, and 98 percent of
test takers from Saudi Arabia were from Saudi Information on native country was not available Arabia. Ninety-one percent of test takers from for test takers in Japan and Korea (ROK); Germany were from Germany, 92 percent of test however, it is assumed that the vast majority of takers from Hungary were from the Czech these individuals are native to those countries. Republic and 84 percent of test takers from
8 Worldwide Data 2005 Table 3: Mean Performance by Representatives
Relationship among Listening, Reading and Total TOEIC Scores
The two sections of the TOEIC test were highly
correlated with each other and with the Total
Listening Reading Total score. This is consistent with earlier research Listening 1.000 0.830* 0.954* (e.g., Woodford, 1982) and with the findings Reading
1.000 0.960* presented in the 2004 Worldwide Data Report. Total
1.000 This level of correlation indicates that the two
measures are closely related, given that both *p ≤ 0.001 measured test takers’ proficiencies in using
English in business communication.
Test Takers by Demographic
Table 4 presents the number and percentage of The categories used in this report are those test takers in different demographic categories, as found in the TOEIC Background Questionnaire. well as the average TOEIC Listening However, 984,970 test takers from Japan, Korea Comprehension, Reading Comprehension and (ROK) and Thailand answered similar, but Total scores for each category. More in-depth different, questionnaires. Therefore, they are not information about test takers in these categories always represented in the following tables. is shown on the following pages.
Table 4: Mean Performance by Selected Demographic Categories
# of Test % of Test Listening Reading Total
Takers Takers Mean (SD)* Mean (SD) Mean (SD) 25 – 35 375,102 29.6 291 (99) 242 (104) 534 (193) 35 – 45 207,738 16.4 268 (96) 222 (105) 490 (193) Age Under 25 626,552 49.5 273 (93) 210 (99) 484 (184) Over 45 57,558 4.5 261 (100) 223 (110) 483 (203)
Less than 2 years 104,324 19.8 298 (100) 252 (104) 550 (195) 2 – 4 years 106,476 20.2 284 (95) 237 (101) 520 (187) Tenure 5 – 10 years 109,611 20.8 279 (95) 238 (104) 518 (190) 10 years or more 207,053 39.3 252 (91) 204 (101) 456 (184)
More than 1 year Time in 19,019 5.6 401 (86) 341 (96) 742 (173) English- 6 – 12 months 18,598 5.5 376 (87) 320 (96) 696 (173) speaking Less than 6 months 61,032 18.0 343 (91) 304 (96) 647 (177) country Never 240,197 70.9 293 (102) 261 (108) 554 (201)
Daily 75,895 35.6 363 (96) 317 (101) 679 (188) English 2 – 3 times a week 53,561 25.1 333 (98) 297 (100) 630 (189) Use Once a week 38,183 17.9 322 (98) 292 (98) 614 (188) Less than once a week 45,523 21.4 293 (104) 262 (103) 555 (198)
More than 10 years 71,532 33.4 360 (91) 331 (89) 691 (172) 5 – 10 years 102,875 48.0 330 (100) 291 (100) 621 (191) English 2 – 5 years 25,335 11.8 297 (110) 249 (107) 546 (208) Study Less than 1 year 5,065 2.4 293 (113) 239 (111) 532 (215) Never 2,903 1.4 284 (120) 242 (117) 526 (228) 1 – 2 years 6,579 3.1 280 (114) 228 (108) 507 (212)
Worldwide Data 2005 11 Table 4: Mean Performance by Selected Demographic Categories (continued)
# of Test % of Test Listening Reading Total
Takers Takers Mean (SD) Mean (SD) Mean (SD) Four or more times before 353,574 36.2 289 (88) 239 (97) 528 (175) # of times Three times before taking the 21,896 2.2 284 (106) 243 (111) 527 (207) TOEIC Twice before 109,355 11.2 269 (90) 213 (95) 482 (176) test Once before 169,633 17.3 262 (92) 205 (99) 467 (182)
Never 323,264 33.1 272 (102) 221 (112) 494 (206)
2 years ago or more 11,175 14.8 364 (96) 326 (95) 690 (182) Last time taking the 1 – 2 years ago 11,982 15.8 336 (97) 300 (94) 637 (182) TOEIC 6 – 12 months ago 17,179 22.7 329 (95) 288 (96) 616 (182) test Less than 6 months ago 35,280 46.7 327 (92) 281 (94) 609 (176)
A closer look at the demographic categories were under 25. In Korea (ROK) (50 percent) and revealed that in most countries, the typical Turkey (68 percent), the majority of test takers TOEIC test taker was under 25 years of age (50 were between 25 and 35. percent), with 51 percent of test takers age 25 or
older. In Brazil (50 percent), Canada (74 Figure 4 shows the mean Total TOEIC scores as percent), Chile (55 percent), France (64 percent), illustrated by a composite of Listening (LC) and Japan (55 percent), Libya (50 percent), Morocco Reading Comprehension (RC) scores. Test (62 percent) China (55 percent) and Saudi takers in the 25 – 35 age group tended to achieve Arabia (69 percent), the majority of test takers higher mean scores in LC and RC.
TOEIC Listening and Reading Comprehension Scores Across Age Levels 261 223 Over 45 273 210 Under 25 268 222 35 - 45 291 242 25 - 35 0 100 200 300 400 500 600 Mean Total TOEIC Scores Figure 4: Mean Total TOEIC Performance Scores by Age
12 Worldwide Data 2005 Gender
Table 4 shows that relatively fewer women took Philippines and Libya, where test takers were the TOEIC test than men. These figures, predominantly female (78 percent and percent, however, are strongly influenced by the large respectively). Overall, female test takers tended number of test takers from Japan and Korea to be younger than their male counterparts. The (ROK), in which 64 percent and 80 percent of majority of females (68 percent) as well as the the sample were male, respectively. In other majority of males (38 percent) were under age countries, the ratio of male to female test takers 25. As seen in Figure 5, females had higher was fairly equal with the exception of the scores in general on both LC and RC. TOEIC Liste ning and Re ading Compre he nsion Score s Across Ge nde r 268 220 Male 297 229 Female 0 100 200 300 400 500 600 Me an Total TOEIC Score s List ening Reading Figure 5: Mean Total TOEIC Performance Scores by Gender
Worldwide Data 2005 13 Education
The majority of test takers (82 percent) held at Because of differences among countries in least an undergraduate degree or were pursuing educational systems, comparisons of educational an undergraduate degree at the time of filling out level are somewhat subjective. However, it the Background Questionnaire. More men (64 appears that Japan (67 percent), Korea (ROK) percent) than women (36 percent) held or were (64 percent), Mexico (58 percent), and Thailand pursuing an undergraduate degree; while in a (75 percent) had the highest proportion of test ratio of nearly three to one, more men than takers with an undergraduate degree, while women held or were pursuing a graduate degree. France (61 percent), Morocco (73 percent),
China (60 percent), the Philippines (71 percent)
and Taiwan (67 percent) lead the way with the
largest proportion of test takers holding or
pursuing graduate degrees. Hong Kong had the highest proportion of test takers (60 percent) with a high school degree, while Chile had the highest proportion of test takers (75 percent) with a vocational/technical degree. TOEIC Listening Comprehension, Reading and Total test scores tend to increase with increasing educational level.
TOEIC Listening and Reading Comprehension Scores Across Education Levels 225 154 High School 254 191 Vocational/Technical 273 217 Undergraduate 316 282 Graduate 0 100 200 300 400 500 600 Mean Total TOEIC Scores Figure 6: Mean Total TOEIC Performance Scores by Education Level
14 Worldwide Data 2005 Job Level
The majority of TOEIC test takers (35 percent) managerial/ non-supervisory position had higher held a managerial/supervisory position while 20 scores than those who were in the “Other” percent held a non-managerial/non-supervisory category as shown in Figure 6. position. In France, Korea (ROK) , Mexico and
Saudi Arabia, the majority of test takers were in The job categories presented in Table 4 include managerial/supervisory positions (87 percent, only those found in the TOEIC Background 50 percent, 53 percent and 51 percent Questionnaire. Background information respectively). However, in other countries, such collected in Spain, Korea (ROK) and Japan used as Germany, Hong Kong, the Philippines and somewhat different categories. For this report, Taiwan (69 percent, 68 percent, 79 percent and these other categories were mapped onto the 80 percent respectively), the percent of Background Questionnaire categories. This non-managerial/non-supervisory test takers mapping procedure combined many job levels outnumbered the managerial/supervisory test into broader groups. In some cases, job levels takers. could not be matched to the Background
Questionnaire data and, consequently, were Managerial/supervisory employees were labeled as other. overwhelmingly male (88 percent male vs.
55 percent male among non-managerial/
non- supervisory employees). Overall, test takers who held a managerial/supervisory or non- TOEIC Liste ning and Re ading Compre he nsion Score s Across Job Le ve ls 259 205 Other 282 234 Nonmanagerial/Nonsupervisory 285 248 Managerial/Supervisory 0 100 200 300 400 500 600 Me an Total TOEIC Score s List ening Reading Figure 7: Mean Total TOEIC Performance Scores by Job Level
Worldwide Data 2005 15 Employment Status
The majority of TOEIC test takers (54 percent) As seen in Figure 8, students tended to have were employed in full- or part-time positions, higher TOEIC scores overall than employed especially in countries such as Korea (ROK) (85 persons and members of the other category, percent employed), and Hong Kong (67 percent perhaps because students were more actively employed). However, in some countries such as involved in learning English. Morocco (85 percent) and China (75 percent), a high percentage of test takers were found to be students in school (e.g., business and vocational schools, language schools, intensive English programs in universities and colleges).
TOEIC Liste ning and Re ading Compre he nsion Score s Across Employme nt Status 292 259 Employed Ful/Part Time 321 276 Other 340 298 Student 0 100 200 300 400 500 600 700 Me an Total TOEIC Score s List ening Reading Figure 8: Mean Total TOEIC Performance Scores by Employment Status
16 Worldwide Data 2005 Type of Job
There was wide variation across countries in the Aside from the teaching/training group, those types of jobs performed by test takers. For categorized as professional specialists and example, test takers from Hong Kong (33 management also had high overall TOEIC percent) worked in clerical positions and test scores. takers from Germany (18 percent) worked in
marketing/sales, whereas test takers from Japan The job categories presented in Table 4 include (68 percent) were in scientific or technical only those found in the TOEIC Background positions. These apparent differences may be Questionnaire. Background information due, in part, to the different job categories used collected in Korea (ROK) and Japan used across countries. Generally speaking, however, somewhat different categories. For this report, the majority of test takers from each country these other categories were mapped onto the worked in scientific or technical positions (55 Background Questionnaire categories. This percent), marketing/sales (17 percent), or mapping procedure combined many job clerical positions (9 percent). categories into broader groups. In some cases,
job types could not be matched to the As seen in Figure 9, people in teaching/training Background Questionnaire data and were jobs tended to have higher overall TOEIC scores dropped from the analysis. than test takers in other job categories, while workers and scientific/technical professionals had the lowest overall test scores. TOEIC Liste ning and Re ading Compre he nsion Score s Across Job Type Worker 250 201 Scientific/Technical Professional 258 209 275 218 Clerical Marketing/Sales 279 226 Customer Service 297 225 Technician/Associate Professional 288 257 Finance 297 258 320 274 Professional Specialist Management 318 281 Teaching/Training 349 302 0 100 200 300 400 500 600 700 Me an Total TOEIC Score s List ening Reading Figure 9: Mean Total TOEIC Performance Scores by Types of Jobs
Worldwide Data 2005 17 Tenure The majority of test takers (60 percent) had held Figure 10 shows that, on average, the longer an their current position for 5 or more years. The employee has remained with an employer, the largest tenure category was made up of people lower his/her TOEIC LC and RC scores. This who had been with their companies for 10 years trend may be influenced by the fact that or more (39 percent). Test takers from Chile, employees who have been in the same position Hong Kong, Mexico, the Philippines, Saudi for a longer period of time may have low or very Arabia and Taiwan tended to have worked for specific English requirements, whereas newer their companies for less than 2 years, while employees may be recent graduates or worked in those from Japan, France and Korea (ROK) various environments requiring greater English were more likely to have been with the same proficiency. company for more than 10 years. TOEIC Liste ning and Re ading Compre he nsion Score s Across Te nure Le ve ls 252 204 > 10 years 279 238 5 - 10 years 284 237 2 - 5 years 298 252 < 2 years 0 100 200 300 400 500 600 Me an Total TOEIC Score s List ening Reading Figure 10: Mean Total TOEIC Performance Scores by Years of Tenure
18 Worldwide Data 2005 Time Spent in a Native English-speaking Country
Spending six months or more in an English- (19 percent) and Switzerland (22 percent) had speaking country was rather uncommon among been in an English-speaking country for less test takers in nearly all countries, with an than six months. Males were more inclined than average of only 11 percent of test takers having females to have spent six months or more in an done this. Test takers from Japan (67 percent) English-speaking country (59 percent). As seen were more likely to have spent six months or in Figure 11, the more time spent in an English more abroad. Many of those taking the test from speaking country, the higher the mean LC and France (22 percent), Korea (ROK) (20 percent), RC scores. Russia
TOEIC Listening and Reading Comprehension Scores Across Amount of Time Spent in English-speaking Country 293 261 Never 343 304 < 6 months 376 320 6-12 months 401 341 > 1 year 0 100 200 300 400 500 600 700 800 Mean Total TOEIC Scores List ening Reading Figure 11: Mean Total TOEIC Performance Scores by Time Spent in English-speaking Country
Worldwide Data 2005 19 Frequency of English Use
Most test takers use English frequently. As expected and shown in Figure 12, those test Approximately 61 percent use English daily or takers who use English more frequently two to three times per week, while 18 percent achieved a higher mean performance on the LC use English weekly and 21 percent use English and RC sections. less than once a week. Test takers from Japan (85 percent), Korea (ROK) (54 percent), the Philippines (75 percent), Russia (52 percent) and Saudi Arabia (51 percent) use English daily. Test takers from France (28 percent) and Morocco (32 percent) tended to use English 2 – 3 times a week, while test takers from Chile (30 percent) and Switzerland (39 percent) use English less than once a week. TOEIC Liste ning and Re ading Compre he nsion Score s Across Fre que ncy of English Usage 293 262 < Once a week 322 292 Weekly 333 297 2 - 3 times a week 363 317 Daily 0 100 200 300 400 500 600 700 Me an Total TOEIC Score s List ening Reading Figure 12: Mean Total TOEIC Performance Scores by Frequency of English Usage
20 Worldwide Data 2005 English Study
This question appeared only on the TOEIC Forty percent of the test takers from Mexico said Background Questionnaire, and was answered they had studied English for 2 – 5 years. by 194,161 test takers outside of Japan and
Korea (ROK). Like 2004 test takers, 2005 test As shown in Figure 13, test takers who studied takers exhibited almost identical patterns in the English the longest achieved the highest mean length of time studying English, except for test scores. In Listening Comprehension, the spread takers who never studied English and who of scores was less than 100 (280 – 360). For scored higher than the earlier group. Nearly 78 Reading Comprehension, the spread of scores percent of test takers had studied English for was slightly greater than 100 (228 – 331). five or more years, while 21 percent had studied
English for less than five years.
Forty-five percent of test takers from France, 35 percent of test takers from China and 32 percent from Taiwan had studied English for 10 or more years, while test takers in Germany, Greece, Hong Kong, Morocco and the Philippines (79 percent, 58 percent, 48 percent, 54 percent and 47 percent respectively) had studied English for 5 – 10 years. TOEIC Liste ning and Re ading Compre he nsion Score s Across Quantity of English Study 280 228 1 - 2 years 284 242 Never 293 239 < 1 year 297 249 2 - 5 years 5 - 10 years 330 291 360 331 > 10 years 0 100 200 300 400 500 600 700 Me an Total TOEIC Score s List ening Reading Figure 13: Mean Total TOEIC Performance Scores by Time Spent in Studying English
Worldwide Data 2005 21 TOEIC Test-Taking Experience
Have you taken the TOEIC test before?
The percentage of test takers who had previously Scores on both sections of the TOEIC test taken the TOEIC test varied widely across tended to increase each time the test was taken. countries, from a low of 3 percent in Costa Rica This is presumably because those who took the to a high of 72 percent and 99 percent in Japan test repeatedly did not score well on the previous and Korea (ROK), respectively. The majority of test. test takers (67 percent) had taken the TOEIC test before, with the largest percentage (36 percent) having taken the TOEIC test four or more times previously. As would be expected, the vast majority of those who took the test four or more times were from Korea (ROK) (67 percent) and Japan (40 percent).
TOEIC Liste ning and Re ading Compre he nsion Score s Across Fre que ncy of Te sting 262 205 Once before 269 213 Twice before 272 221 Never 284 243 3 times before 289 239 > 4 times before 0 100 200 300 400 500 600 Me an Total TOEIC Score s List ening Reading Figure 14a: Mean Total TOEIC Performance Scores by Number of Times Tested
22 Worldwide Data 2005 When did you last take the TOEIC test?
This question appeared only on the TOEIC mean scores being achieved with greater length Background Questionnaire and was answered by of time between testing sessions, as shown in only 75,616 test takers outside of Japan, Korea Figure 14b. Nearly half (47 percent) of those test (ROK) and Spain. It is therefore difficult to takers who had taken the TOEIC test previously generalize to other groups of test takers. took it less than 6 months ago. Only 15 percent However, based on this sample, there appears to took it two or more years ago. be a minor change in TOEIC scores, with higher
TOEIC Liste ning and Re ading Compre he nsion Score s Across Te sting Inte rvals 327 281 < 6 months ago 329 288 6 - 12 months ago 336 300 1 - 2 years ago 364 326 > 2 years ago 0 100 200 300 400 500 600 700 Me an Total TOEIC Score s List ening Reading Figure 14b: Mean Total TOEIC Performance Scores by Testing Intervals
Worldwide Data 2005 23
TOEIC BACKGROUND QUESTIONNAIRE
Fill in the answers to the following questions in Section II, “Questionnaire Responses,” on side 2 of your answer sheet. Fill in only one answer for each question.
Section I ___________________________ 5. How much time altogether have you spent studying English in training sponsored by an
employer? A. Your educational and English language
A. None (Skip to question 7.)
B. Less than 1 year 1.
C. 1 year or more, but less than 2 years Please choose the highest level of education
D. 2 years or more, but less than 5 years listed below that you have completed or that E. 5 years or more you are currently enrolled in.
A. General secondary school 6. How often does/did this instruction take B. Secondary school for university entrance place? qualification or equivalent C. Vocational school A. Less than 2 hours per week
D. Business/trade school or technical school B. 2 hours or more, but less than 4 hours E. Post-secondary/undergraduate per week
F. Graduate or professional degree
C. 4 hours or more, but less than 10 hours
per week 2. How much time have you spent studying
D. 10 hours or more, but less than 15 hours English (in secondary and post-secondary per week school)?
E. 15 hours or more per week
A. None (Skip to question 5.) B. Your experience using English in your
B. Less than one year personal life and work
C. 1 year or more, but less than 2 years 7. Not including English classes, how often do
D. 2 years or more, but less than 5 years you use (read, write, listen to, or speak)
E. 5 years or more, but less than 10 years English now?
F. 10 years or more
A. Every day/almost every day 3. How much time have you spent taking
B. 2 to 3 times a week English courses (not including secondary or
C. Once a week post-secondary school) that you yourself paid
D. Less than once a week for?
8. Have you ever lived in a country in which
A. None (Skip to question 5.) English is the main language spoken?
B. Less than 1 year
C. 1 year or more, but less than 2 years A. No
D. 2 years or more, but less than 5 years
B. Yes, for less than 6 months
E. 5 years or more
C. Yes, for 6 months to 1 year
D. Yes, for more than 1 year 4. How often do/did these courses take place?
A..Less than 2 hours per week C. Your current status B. 2 hours or more, but less than 4 hours 9. Which of the following best describes what per week you do now? C. 4 hours or more, but less than 10 hours
A. Employed full or part time D. 10 hours or more, but less than 15 hours
B. Student (Skip to Section III.) per week C. Active duty in the armed forces (Skip to E. 15 hours or more per week Section III.)
ticeship program (Skip to Section III.) Educational Testing Service. (Turn over for Sections II and III.)
- Side 2
Section II ___________________________ Questions 14-17. How important is each of the
following English skills to your work? (Choose one A. Your Present employment situation answer for each skill.)
14. Listening 10. Which of the following categories best
applies to your job? Choose one. (The A. Important positions shown in parentheses are B. Somewhat important examples only.) C. Not important
A. Management (legislator, official,
15. Reading department director)
B. Scientific/Technical professional A. Important (engineer, research scientist) B. Somewhat important C. Marketing/Sales (market analyst, sales C. Not important representative) D. Finance (financial auditor, accountant) 16. Speaking E. Teaching/Training
F. Professional specialist (business A. Important professional, economist, lawyer) B. Somewhat important G. Customer service (airline attendant, hotel C. Not important staff, travel agent) H. Technician/Associate professional (junior 17. Writing engineer, medical technician, aircraft
controller, safety inspector) A. Important I. Clerical (secretary, bookkeeper) B. Somewhat important J. Worker (trade person, machine operator, C. Not important assembler, laborer) Section III __________________________
11. What is your level in your company? A. Your experience taking the TOEIC test A. Nonmanagerial/nonSupervisory 18. Before today, how many times have you B. Supervisory taken the TOEIC test? C. Managerial
A. Never 12. About how many years have you been with B. 1 time your company? C. 2 times D. 3 times
A. Less than 2 years
E. 4 or more times
B. 2 years or more, but less than 5 years
C. 5 years or more, but less than 10 years
D. 10 years or more 19. When did you last take the TOEIC test?
A. Less than 6 months ago B. Your current use of English on the job B. 6 months or more, but less than
13. About how much of your time at work do you 1 year ago spend using English? C. 1 year or more, but less than