The TOEIC® Test
Test of English forInternational Communication

TM

Report on Test Takers Worldwide

2005

Worldwide Data 2005

Table of Contents
The TOEIC® Background Questionnaire……………………………………………….....3
Description of TOEIC Test Takers in 2005……………………………………………..…4
Test Takers by Geographical Region……………………………………………………....4
Mean TOEIC Scores Across Native Countries………………………………………….....5
Mean TOEIC Scores Across Regions…………………………………………….……..…7
Mean TOEIC Scores Across Representatives…………………………………………......7
Relationship Among Listening, Reading and Total TOEIC Scores………………........….9
Test Takers by Demographic Variables……………………………………………….......9
Age…………………………………………………………………………….....11
Gender……………………………………………………………………………12
Education………………………………………………………………………...13
Job Level…………………………………………………………………………14
Employment Status………………………………………………………………15
Type of Job………………………………………………………………………16
Tenure……………………………………………………………………………17Time Spent in a Native English-speaking Country………………………………………18
Frequency of English Use…………………………………………………….….19
English Study…………………………………………………………………….20
TOEIC Test-Taking Experience…………………………………………………21
Have you taken the TOEIC test before?....................................................21
When did you last take the TOEIC test?……………………………..….22
APPENDIX A: TOEIC BACKGROUND QUESTIONNAIRE……………………...…23

2

3Worldwide Data 2005

The TOEIC® Background Questionnaire
The TOEIC® Background Questionnaire is asurvey that gathers information about TOEIC
test takers’ educational background, work
experience, English language use and study, andthe TOEIC test-taking experience. Responses tothe questionnaire enable organizations to learn
more about the backgrounds of people who takethe test and some of the factors that affect their
TOEIC scores and related improvement inEnglish proficiency. The TOEIC Background
Questionnaire is presented in Appendix A.
The TOEIC Background Questionnaire isadministered at each testing session before
individuals take the TOEIC test. The
questionnaire is administered through TOEIC
representatives in Amideast (region), Australia,
Canada, Chile, Costa Rica, El Salvador, Europe,
Germany, Greece, Hong Kong, Hungary,
Mexico, the Philippines, Portugal, Saudi Arabia,
Singapore, Switzerland, Taiwan, Thailand,
Turkey, United Kingdom and the United States.
Similar questionnaires, developed to meet theneeds of individual representatives, areadministered 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.

The information gathered through thesequestionnaires was combined into one data set
and used to produce this report. Data were
aggregated into fairly broad categories toaccommodate
differences
acrossthequestionnaires used in various countries. As aresult, some of the finer distinctions within
categories, such as occupation and job level, are
not present. In addition, the vast majority of test
takers in this report are from Japan and Korea(ROK), so the results may not be representativeof other regions. Consequently, care should betaken in making inferences based on this data.
Please note that all percentages within the text
are rounded to the nearest whole number and insome cases may add up to more than
100 percent. Also note that all tables andfigures reflect results only for categories
containing 500 or more test takers.

4Worldwide Data 2005

Description of TOEIC Test Takers in 2005
Background information was collected from thetotal group of 1,266,950 persons who took the
TOEIC test in 2005. The following is a generaldescription of the test takers included in thisanalysis.

•

•

•

•
•
•

•

The largest proportion of test takers (50percent) were under 25 years of age
65 percent of test takers were male
Most test takers (82 percent) had anundergraduate degree or were pursuing one
35 percent of the test takers worked at a
managerial/supervisory level while 20
percent worked at a non-managerial/nonsupervisory level
54 percent of test takers were employed, and38 percent were students

•

•
•
•

•

Most test takers worked in scientific ortechnical
positions(55
percent),
marketing/sales (17 percent) or clerical
positions (9 percent)
60 percent of test takers have held theircurrent position for 5 or more years
Only 11 percent of test takers had spent six
months or more in an English-speaking
country
61 percent used English more than once
per week
81 percent had spent 5 years or morestudying English
50 percent of test takers who took the
TOEIC test in 2005 had previously taken it
on two or more occasions
47 percent had taken the TOEIC test lessthan six months ago

Test Takers by Geographical Region
Japan and Korea (ROK) accounted forapproximately 77 percent of test takers
worldwide, as shown in Figure 1. Aside fromthese two countries, Figure 2 1 shows that the
Asian region had the greatest number of test
takers, followed by Europe. While this reportpresents data from around the world, the overallfindings areheavily influenced by the large proportion of test
takers from Japan and Korea (ROK) who, insome cases, were markedly different from test
takers in other countries.

TOEIC Volumes

TOEIC Volumes

Japan
65%

Figure 3 depicts TOEIC performance by region.
Tables 1 – 3 exhibit additional data on TOEIC
performancebycountry,
regionandrepresentative.

Asia
46%

O the r23%

Kore a(RO K)
12%

Figure 1: Worldwide Volumes by Country

1. Figure 2 presents TOEIC volumes in regions otherthan Japan and Korea (ROK).

South
Ame rica Africa North
2% Ame rica
3%
9%Europe40%

Figure 2: Worldwide Volumes by Region

5Worldwide Data 2005

2005 Worldwide TOEIC Listening and Reading Comprehension ScoresSouth America

236

191

Japan

259

198

Asia

293

237

Korea

287

248

Africa330

North America

347

Europe

358
0

100

291
292
330

200

300

400

500

600

700

Mean Total TOEIC Scores
List en in g

Readin g

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
takers and shows the average test scores of all
individuals from a given country. Keep in mind
that the native country of a test taker is notnecessarily the country in which he or she took
the TOEIC test. In order to provide reliable

information about average TOEIC scores, only
countries with more than 500 TOEIC test takers
are included in this table. This criterion includes
relatively few test takers who were from othercountries.

6

Worldwide Data 2005

Table 1: Mean Performance by Native Country# of Test
TakersListening
Mean (SD)*

Reading
Mean (SD)*

Total
Mean (SD*)

3,072

421 (79)356 (93)776 (165)

4,728

413 (66)361 (77)774 (135)6,298

401 (84)344 (87)745 (164)673

389 (85)337 (87)725 (159)574

384 (110)334 (111)

718 (214)515

373 (103)334 (101)

707 (196)

100,129357 (91)336 (81)692 (166)834

376 (114)

309 (116)

685 (224)616

361 (95)

309 (102)670 (188)

TurkeyMoroccoCzech Republic
Brazil
Costa Rica

1,837

364 (97)305 (106)669 (197)

1,776

339 (96)305 (90)644 (180)544

330 (110)311 (101)

641 (203)926

353 (101)273 (105)626 (199)562

340 (111)285 (113)625 (216)

Switzerland
Colombia
MexicoGreeceLibya
China
Hong Kong
Korea (ROK)

2,929

336 (111)281 (108)617 (211)629

334 (111)

275 (106)609 (208)

16,980329 (105)274 (99)603 (196)

5,580

338 (96)242 (96)581 (183)586

338 (96)242 (102)580 (189)

1,763

307 (98)

266 (116)

573 (203)1,184

301 (96)267 (100)569 (186)

150,605287 (100)

248 (107)535 (197)

62,617287 (94)243 (97)530 (181)

54,616284 (99)217 (94)501 (185)

821,510259 (86)

198 (91)457 (168)

7,274

204 (105)

166 (94)369 (190)

2,561

234 (114)

133 (98)

367 (203)

Country
Germany
Philippines
CanadaIndia
Romania
Spain
FrancePortugal
RussiaTaiwanThailand
Japan
Chile
Saudi Arabia* SD = Standard Deviation

7

Worldwide Data 2005

Mean TOEIC Scores Across Regions
Table 2 presents the number of test takers fromparticular regions and their average TOEIC
scores. The regions shown here refer to thegeneral location of a test taker’s native country,
not necessarily the country in which they took
the TOEIC test. Please note that Asia does notinclude Japan or Korea (ROK) — these twocountries are presented separately. Also, due tothe small number of test takers from the South
Pacific, the average TOEIC scores for thisregion are not presented, as there is not
sufficient volume to generate reliable data.

Table 2: Mean Performance by Region
RegionEuropeNorth America
AfricaKorea (ROK)
Asia
Japan
South America
South Pacific
Total# of Test
Takers% of Test
TakersListening
Mean (SD)*

Reading
Mean (SD)*

Total
Mean (SD)*117,2599.3

358 (94)330 (88)688 (173)

24,9552.0

347 (106)292 (102)638 (201)

6,051

0.5

330 (100)

291 (100)621 (191)

150,93411.9

287 (100)

248 (107)535 (197)

132,660

10.5

293 (100)

237 (102)530 (193)

821,51065.0

259 (86)

198 (91)457 (168)

9,456

0.7

236 (122)

191 (109)427 (223)

273

0.0

--

--

--

277 (96)

222 (103)500 (190)

1,263,098* SD = Standard Deviation

100

Mean TOEIC Scores Across Representatives
Table 3 shows the average TOEIC test scores incountries served by a TOEIC representative. In
many cases, the native country of the test takers
is different from the country in which they took
the test. Again, in order to provide reliable
information about average TOEIC scores, only
representative countries with more than 500
TOEIC test takers are included in this table.
At least 99 percent of test takers from Chile,
Greece, Mexico, Taiwan, Thailand and Turkey
were from those countries. Ninety-six percent of
test takers from Costa Rica were from Costa
Rica, 95 percent of test takers from Europe werefrom France, 96 percent of test takers from
Portugal were from Portugal, and 98 percent of
test takers from Saudi Arabia were from Saudi
Arabia. Ninety-one percent of test takers from
Germany were from Germany, 92 percent of test
takers from Hungary were from the Czech
Republic and 84 percent of test takers from

Switzerland were from Switzerland. Seventynine percent of test takers from Hong Kong werefrom Hong Kong, while 19 percent were fromJapan. Fifty-six percent of test takers from thePhilippines were Filipino, while 38 percent werefrom Korea (ROK). In contrast, Canada’s test
takers were primarily Japanese (41 percent) andKorean (17 percent), as were those tested inAustralia (63 percent Japanese, 27 percent
Korean), and in the United States (71 percent
Japanese, 15 percent Korean). Eighty-three
percent of test takers from Singapore wereJapanese, while 6 percent were Chinese. Sixtyeight percent of test takers from the United
Kingdom were Japanese.
Information on native country was not available
for test takers in Japan and Korea (ROK);
however, it is assumed that the vast majority ofthese individuals are native to those countries.

8

Worldwide Data 2005

Table 3: Mean Performance by Representatives
Country
Germany
Philippines
Portugal
EuropeUK
USA
TurkeyHungary
CanadaEl Salvador
Singapore
Australia
MexicoSwitzerland
Hong Kong
Amideast
Costa Rica
GreeceTaiwanKorea (ROK)ThailandJapan
Saudi Arabia
Chile# of Test
TakersListening
Mean (SD)*

Reading
Mean (SD)*

Total
Mean (SD)*2,319

417 (80)354 (91)772 (164)

7,177

388 (77)340 (89)

728 (157)658

393 (111)

323 (117)

716 (222)

109,078357 (92)335 (83)692 (168)3,103

375 (79)316 (95)690 (166)

17,535380 (87)

300 (99)680 (178)

1,626

364 (97)308 (106)672 (196)721

348 (108)319 (99)

668 (198)

30,415368 (86)284 (98)

652 (175)224

340 (104)311 (98)

651 (195)

1,659

352 (91)288 (110)640 (192)

8,676

348 (83)259 (97)607 (171)

15,956328 (105)276 (99)603 (196)

3,376

325 (111)274 (109)598 (213)1,430

314 (95)

276 (99)590 (183)634

328 (101)258 (114)

586 (206)653

317 (127)

268 (122)

584 (242)

5,536

338 (96)241 (96)579 (183)

61,190286 (94)243 (97)529 (181)

138,141280 (98)

244 (108)524 (196)

57,396283 (100)

217 (95)

501 (187)

789,433

255 (83)

194 (89)449 (163)

2,625

240 (117)

142 (107)382 (215)

7,389

205 (107)

167 (96)372 (195)* SD = Standard Deviation

9

Worldwide Data 2005

Relationship among Listening, Reading and Total TOEIC Scores

Listening
Reading
Total

Listening

Reading

Total

1.000

0.830*
1.000

0.954*
0.960*
1.000

The two sections of the TOEIC test were highly
correlated with each other and with the Total
score. This is consistent with earlier research(e.g., Woodford, 1982) and with the findingspresented in the 2004 Worldwide Data Report.
This level of correlation indicates that the two
measures are closely related, given that bothmeasured test takers’ proficiencies in using
English in business communication.

*p ≤ 0.001

Test Takers by Demographic
Variables
Table 4 presents the number and percentage oftest takers in different demographic categories, aswell as the average TOEIC Listening
Comprehension, Reading Comprehension andTotal scores for each category. More in-depth
information about test takers in these categories
is shown on the following pages.

The categories used in this report are thosefound in the TOEIC Background Questionnaire.
However, 984,970 test takers from Japan, Korea(ROK) and Thailand answered similar, butdifferent, questionnaires. Therefore, they are notalways represented in the following tables.

Table 4: Mean Performance by Selected Demographic Categories

Age

25 – 35
35 – 45
Under 25
Over 45# of Test % of Test Listening
TakersTakers Mean (SD)*375,10229.6
291 (99)
207,73816.4
268 (96)626,55249.5
273 (93)
57,5584.5
261 (100)

Reading
Mean (SD)*242 (104)222 (105)
210 (99)
223 (110)

Total
Mean (SD)*534 (193)
490 (193)
484 (184)
483 (203)

GenderFemaleMale

440,153
798,61435.5
64.5

297 (97)268 (95)

229 (101)
220 (104)526 (189)
488 (190)

Graduate
Undergraduate
Education
Vocational/TechnicalHigh School* SD = Standard Deviation

256,309626,22182,334
114,732

23.7
58.0
7.6
10.6

316 (92)273 (88)
254 (97)225 (99)282 (96)217 (94)191 (101)
154 (94)598 (180)
490 (173)446 (189)
380 (186)

10Worldwide Data 2005

Table 4: Mean Performance by Selected Demographic Categories (continued)# of
Reading
Total
Test % of Test Listening
Takers Takers Mean (SD)* Mean (SD)* Mean (SD)*Managerial/Supervisory
189,152 34.5285 (96)248 (105)533 (192)
Job Level Non-managerial/Non-supervisory 110,332 20.1
282 (106)234 (110)515 (208)
Other
249,179 45.4
259 (90)205 (96)464 (179)
Student
Employed Other
Employed Full/Part Time132,81129,061
187,999

38.0
8.3
53.7

340 (98)
321 (107)292 (103)298 (101)
276 (110)259 (109)638 (190)
597 (209)
551 (203)

Teaching/Training
5,970Management
13,789Professional Specialist
7,289
Finance
17,185
Type of Technician/Associate Professional 14,976
Job
Customer Service
11,520Marketing/Sales
61,994
Clerical
31,847
Scientific/Technical Professional 200,986
Worker
3,158

1.6
3.7
2.0
4.7
4.1
3.1
16.8
8.6
54.5
0.9

349 (104)318 (106)320 (111)297 (104)288 (110)297 (100)
279 (98)
275 (102)258 (84)
250 (108)302 (109)281 (108)274 (115)258 (108)257 (113)
225 (97)226 (104)218 (105)
209 (92)
201 (101)652 (205)
599 (206)
593 (219)556 (204)545 (215)
522 (188)505 (195)
494 (199)
467 (168)451 (201)

Less than 2 years
2 – 4 years
Tenure5 – 10 years
10 years or more

104,324
106,476
109,611207,053

19.8
20.2
20.8
39.3

298 (100)
284 (95)
279 (95)
252 (91)

252 (104)237 (101)
238 (104)204 (101)550 (195)
520 (187)
518 (190)
456 (184)

Time in More than 1 year
English- 6 – 12 months
speaking Less than 6 months
country Never

19,01918,59861,032
240,197

5.6
5.5
18.0
70.9

401 (86)376 (87)343 (91)
293 (102)341 (96)
320 (96)304 (96)261 (108)742 (173)696 (173)647 (177)554 (201)

Daily
English 2 – 3 times a week
Use
Once a week
Less than once a week

75,89553,561
38,18345,523

35.6
25.1
17.9
21.4

363 (96)333 (98)
322 (98)
293 (104)317 (101)
297 (100)
292 (98)
262 (103)679 (188)
630 (189)614 (188)555 (198)

More than 10 years
5 – 10 years
English 2 – 5 years
Study Less than 1 yearNever
1 – 2 years

71,532
102,875
25,335
5,065
2,903
6,579

33.4
48.0
11.8
2.4
1.4
3.1

360 (91)
330 (100)
297 (110)293 (113)284 (120)280 (114)

331 (89)291 (100)
249 (107)239 (111)242 (117)228 (108)691 (172)621 (191)
546 (208)
532 (215)
526 (228)
507 (212)

11

Worldwide Data 2005

Table 4: Mean Performance by Selected Demographic Categories (continued)# of Test % of Test Listening
TakersTakersMean (SD)*Four or more times before# of times
taking the Three times before
TOEIC Twice before
test
Once before
Never
2 years ago or more
Last timetaking the 1 – 2 years ago
TOEIC 6 – 12 months ago
test
Less than 6 months ago

Reading
Mean (SD)*

Total
Mean (SD)*353,57436.2

289 (88)239 (97)528 (175)

21,8962.2

284 (106)243 (111)527 (207)

109,355

11.2

269 (90)213 (95)

482 (176)

169,63317.3

262 (92)205 (99)467 (182)

323,26433.1

272 (102)221 (112)494 (206)

11,175
11,98214.8
15.8

364 (96)336 (97)326 (95)300 (94)690 (182)
637 (182)

17,17922.7

329 (95)

288 (96)616 (182)

35,28046.7

327 (92)281 (94)609 (176)* SD = Standard Deviation

Age
A closer look at the demographic categories
revealed that in most countries, the typical
TOEIC test taker was under 25 years of age (50percent), with 51 percent of test takers age 25 orolder. In Brazil (50 percent), Canada (74percent), Chile (55 percent), France (64 percent),
Japan (55 percent), Libya (50 percent), Morocco(62 percent) China (55 percent) and Saudi
Arabia (69 percent), the majority of test takers

were under 25. In Korea (ROK) (50 percent) andTurkey (68 percent), the majority of test takers
were between the ages of 25 and 35.
Figure 4 shows the mean Total TOEIC scores as
illustrated by a composite of Listening (LC) andReading Comprehension (RC) scores. Test
takers in the 25 – 35 age group tended to achieve
higher mean scores in LC and RC.

TOEIC Listening and Reading Comprehension Scores Across Age Levels

Over 45

261

223

Under 25273

210

35 - 45

268

222

291

25 - 35
0

100

242
200

300

400

Mean Total TOEIC Scores
Figure 4: Mean Total TOEIC Performance Scores by Age

500

600

12

Worldwide Data 2005

GenderTable 4 shows that relatively fewer women took
the TOEIC test than men. These figures,
however, are strongly influenced by the large
number of test takers from Japan and Korea(ROK), in which 64 percent and 80 percent of
the sample were male, respectively. In othercountries, the ratio of male to female test takers
was fairly equal with the exception of thePhilippines and Libya, where test takers werepredominantly female (78 percent and68 percent, respectively). Overall, female test
takers tended to be younger than their malecounterparts. The majority of females(68 percent) as well as the majority of males(38 percent) were under age 25. As seenin Figure 5, females had higher scores ingeneral
on
both
LC
and
RC.

TOEIC Liste ning and Re ading Compre he nsion Score s Across Ge nde r

268

Male

220

297

Female

0

100

229

200

300

400

Me an Total TOEIC Score s
List en in g

Figure 5: Mean Total TOEIC Performance Scores by Gender

Readin g

500

600

13

Worldwide Data 2005

Education
The majority of test takers (82 percent) held atleast an undergraduate degree or were pursuing
an undergraduate degree at the time of filling out
the Background Questionnaire. More men (64percent) than women (36 percent) held or were
pursuing an undergraduate degree; while in aratio of nearly three to one, more men than
women held or were pursuing a graduate degree.

(75 percent) had the highest proportion of test
takers with an undergraduate degree, while
France (61 percent), Morocco (73 percent),
China (60 percent), the Philippines (71 percent)and Taiwan (67 percent) lead the way with thelargest proportion of test takers holding or
pursuing graduate degrees. Hong Kong had thehighest 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
Comprehension and Total test scores tend toincrease with increasing educational level.

Because of differences among countries in
educational systems, comparisons of educational
level are somewhat subjective. However, itappears that Japan (67 percent), Korea (ROK)(64 percent), Mexico (58 percent), and Thailand

TOEIC Listening and Reading Comprehension Scores Across Education Levels

225

High School

154

Vocational/Technical

254

191

Undergraduate

273

217

316

Graduate
0

100

282

200

300

Mean Total TOEIC Scores
Figure 6: Mean Total TOEIC Performance Scores by Education Level

400

500

600

14

Worldwide Data 2005

Job Level
The majority of TOEIC test takers (35 percent)held a managerial/supervisory position while 20
percent held a non-managerial/non-supervisory
position. In France, Korea (ROK) , Mexico andSaudi Arabia, the majority of test takers were inmanagerial/supervisory positions (87 percent,
50 percent, 53 percent and 51 percent
respectively). However, in other countries, suchas Germany, Hong Kong, the Philippines andTaiwan (69 percent, 68 percent, 79 percent and80 percent respectively), the percent of
non-managerial/non-supervisory test takers
outnumbered the managerial/supervisory test
takers.

scores than those who were in the “Other”
category as shown in Figure 6.
The job categories presented in Table 4 include
only those found in the TOEIC Background
Questionnaire.
Backgroundinformationcollected in Spain, Korea (ROK) and Japan usedsomewhat different categories. For this report,these other categories were mapped onto the
Background Questionnaire categories. This
mapping procedure combined many job levels
into broader groups. In some cases, job levels
could not be matched to the Background
Questionnaire data and, consequently, werelabeled as other.

Managerial/supervisory
employees
wereoverwhelmingly male (88 percent male vs.
55 percent male among non-managerial/
non-supervisory employees). Overall, test takers
who held a managerial/supervisory or nonmanagerial/ non-supervisory position had higher
TOEIC Liste ning and Re ading Compre he nsion Score s Across Job Le ve ls

259

Other

205

Nonmanagerial/Nonsupervisory

282

234

Managerial/Supervisory

285

248

0

100

200

300

400

Me an Total TOEIC Score s
List ening

Figure 7: Mean Total TOEIC Performance Scores by Job Level

Reading

500

600

15

Worldwide Data 2005

Employment Status
The majority of TOEIC test takers (54 percent)were employed in full- or part-time positions,especially in countries such as Korea (ROK) (85percent employed), and Hong Kong (67 percent
employed). However, in some countries such as
Morocco (85 percent) and China (75 percent), ahigh 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).

As seen in Figure 8, students tended to havehigher TOEIC scores overall than employedpersons and members of the other category,
perhaps because students were more actively
involved in learning English.

TOEIC Liste ning and Re ading Compre he nsion Score s
Across Employme nt Status

292

Employed Full/Part Time

259

321

Other

276

340

Student

0

100

298

200

300

400

Me an Total TOEIC Score s
List ening

Reading

Figure 8: Mean Total TOEIC Performance Scores by Employment Status

500

600

700

16

Worldwide Data 2005

Type of Job
There was wide variation across countries in thetypes of jobs performed by test takers. For
example, test takers from Hong Kong (33percent) worked in clerical positions and test
takers from Germany (18 percent) worked inmarketing/sales, whereas test takers from Japan(68 percent) were in scientific or technicalpositions. These apparent differences may bedue, in part, to the different job categories used
across countries. Generally speaking, however,
the majority of test takers from each country
worked in scientific or technical positions (55percent), marketing/sales (17 percent), or
clerical positions (9 percent).

Aside from the teaching/training group, thosecategorizedasprofessional
specialists
and management also had high overall
TOEIC scores.
The job categories presented in Table 4 include
only those found in the TOEIC Background
Questionnaire.
Backgroundinformationcollected in Korea (ROK) and Japan usedsomewhat different categories. For this report,these other categories were mapped onto the
Background Questionnaire categories. This
mapping procedure combined many job
categories into broader groups. In some cases,
job types could not be matched to the
Background Questionnaire data and were
dropped from the analysis.

As seen in Figure 9, people in teaching/training
jobs tended to have higher overall TOEIC scoresthan 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

WorkerScientific/Technical Professional
ClericalMarketing/Sales

250

201

258
275

209
218

279

226

Customer Service
Technician/Associate Professional
Finance
Professional Specialist
Management

297

225

288

257

297
320

258
274

318

281

349

Teaching/Training
0

100

302

200

300

400

500

Me an Total TOEIC Score s

List ening

Reading

Figure 9: Mean Total TOEIC Performance Scores by Types of Jobs

600

700

17

Worldwide Data 2005

TenureThe majority of test takers (60 percent) had held
their current position for 5 or more years. The
largest tenure category was made up of people
who had been with their companies for 10 years
or more (39 percent). Test takers from Chile,
Hong Kong, Mexico, the Philippines, Saudi
Arabia and Taiwan tended to have worked fortheir companies for less than 2 years, while
those from Japan, France and Korea (ROK)
were more likely to have been with the same
company for more than 10 years.

Figure 10 shows that, on average, the longer an
employee has remained with an employer, thelower his/her TOEIC LC and RC scores. This
trend may be influenced by the fact that
employees who have been in the same position
for a longer period of time may have low or very
specific English requirements, whereas newer
employees may be recent graduates or worked
in various environments requiring greater
English proficiency.

TOEIC Liste ning and Re ading Compre he nsion Score s Across Te nure Le ve ls

252> 10 years

204

5 - 10 years

279

238

2 - 5 years

284

237

< 2 years

298

0

100

252

200

300

400

Me an Total TOEIC Score s
List ening

Reading

Figure 10: Mean Total TOEIC Performance Scores by Years of Tenure

500

600

18

Worldwide Data 2005

Time Spent in a Native English-speaking Country
Spending six months or more in an Englishspeaking country was rather uncommon among
test takers in nearly all countries, with anaverage of only 11 percent of test takers having
done this. Test takers from Japan (67 percent)were more likely to have spent six months ormore abroad. Many of those taking the test from
France (22 percent), Korea (ROK) (20 percent),
Russia (19 percent) and Switzerland (22 percent)had been in an English-speaking country for lessthan six months. Males were more inclined thanfemales to have spent six months or more in an
English-speaking country (59 percent). As seenin Figure 11, the more time spent in an English
speaking country, the higher the mean LC and
RC scores.

TOEIC Listening and Reading Comprehension Scores
Across Amount of Time Spent in English-speaking Country

293

Never

261

343

< 6 months

6-12 months376> 1 year

401

0

100

200

304

320

341

300

400

500

600

Mean Total TOEIC Scores
List en in g

Readin g

Figure 11: Mean Total TOEIC Performance Scores by Time Spent in English-speaking Country

700

800

19

Worldwide Data 2005

Frequency of English Use
Most test takers use English frequently.
Approximately 61 percent use English daily or
two to three times per week, while 18 percent
use English weekly and 21 percent use English
less than once a week. Test takers from Japan(85 percent), Korea (ROK) (54 percent), thePhilippines (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 (30percent) and Switzerland (39 percent) use
English less than once a week.

As expected and shown in Figure 12, those test
takers who use English more frequently
achieved a higher mean performance on the LC
and RC sections.

TOEIC Liste ning and Re ading Compre he nsion Score s
Across Fre que ncy of English Usage

293< Once a week262

Weekly322

292

2 - 3 times a week

333

297

363

Daily
0

100

317

200

300

400

Me an Total TOEIC Score s
List ening

Reading

Figure 12: Mean Total TOEIC Performance Scores by Frequency of English Usage

500

600

700

20

Worldwide Data 2005

English Study
This question appeared only on the TOEIC
Background Questionnaire, and was answeredby 194,161 test takers outside of Japan and
Korea (ROK). Like 2004 test takers, 2005 test
takers exhibited almost identical patterns in thelength of time studying English, except for test
takers who never studied English and whoscored higher than the earlier group. Nearly 78
percent of test takers had studied English forfive or more years, while 21 percent had studied
English for less than five years.

Forty percent of the test takers from Mexico said
they had studied English for 2 – 5 years.
As shown in Figure 13, test takers who studied
English the longest achieved the highest meanscores. In Listening Comprehension, the spreadof scores was less than 100 (280 – 360). For
Reading Comprehension, the spread of scores
was slightly greater than 100 (228 – 331).

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 (79percent, 58 percent, 48 percent, 54 percent and47 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

1 - 2 years

280

228

Never

284

242

< 1 year293

239

2 - 5 years

297

249

330

5 - 10 years

291

360

> 10 years
0

100

200

331
300

400

500

Me an Total TOEIC Score s
List ening

Reading

Figure 13: Mean Total TOEIC Performance Scores by Time Spent in Studying English

600

700

21

Worldwide Data 2005

TOEIC Test-Taking Experience
Have you taken the TOEIC test before?
The percentage of test takers who had previously
taken the TOEIC test varied widely acrosscountries, from a low of 3 percent in Costa Rica
to a high of 72 percent and 99 percent in Japanand Korea (ROK), respectively. The majority oftest 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 moretimes were from Korea (ROK) (67 percent) andJapan (40 percent).

Scores on both sections of the TOEIC test
tended to increase each time the test was taken.
This is presumably because those who took thetest repeatedly did not score well on the previous
test.

TOEIC Liste ning and Re ading Compre he nsion Score s
Across Fre que ncy of Te stingOnce before

262

Twice before

269

213

Never

272

221

3 times before

284

243

> 4 times before

289

239

0

100

205

200

300

400

Me an Total TOEIC Score s
List ening

Reading

Figure 14a: Mean Total TOEIC Performance Scores by Number of Times Tested

500

600

22

Worldwide Data 2005

When did you last take the TOEIC test?
This question appeared only on the TOEIC
Background Questionnaire and was answered byonly 75,616 test takers outside of Japan, Korea(ROK) and Spain. It is therefore difficult togeneralize to other groups of test takers.
However, based on this sample, there appears to
be a minor change in TOEIC scores, with higher

mean scores being achieved with greater lengthof time between testing sessions, as shown in
Figure 14b. Nearly half (47 percent) of those test
takers who had taken the TOEIC test previously
took it less than 6 months ago. Only 15 percent
took it two or more years ago.

TOEIC Liste ning and Re ading Compre he nsion Score s Across Te sting
Inte rvals< 6 months ago

327

281

6 - 12 months ago

329

288

1 - 2 years ago

336

300

364

> 2 years ago
0

100

326

200

300

400

Me an Total TOEIC Score s
List ening

Reading

Figure 14b: Mean Total TOEIC Performance Scores by Testing Intervals

500

600

700

23

Worldwide Data 2005

APPENDIX A:TOEIC BACKGROUND QUESTIONNAIRE

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.

A. Your educational and English language

A. None (Skip to question 7.)
B. Less than 1 year
C. 1 year or more, but less than 2 years
D. 2 years or more, but less than 5 years
E. 5 years or morebackground
1. Please choose the highest level of education
listed below that you have completed or thatyou are currently enrolled in.
A. General secondary school
B. Secondary school for university entrance
qualification or equivalent
C. Vocational school
D. Business/trade school or technical school
E. Post-secondary/undergraduate
F. Graduate or professional degree
2.

6.

B. Your experience using English in yourpersonal life and work
7.

Not including English classes, how often do
you use (read, write, listen to, or speak)English now?
A. Every day/almost every day
B. 2 to 3 times a week
C. Once a week
D. Less than once a week

3. How much time have you spent taking
English courses (not including secondary or
post-secondary school) that you yourself paidfor?
A. None (Skip to question 5.)
B. Less than 1 year
C. 1 year or more, but less than 2 years
D. 2 years or more, but less than 5 years
E. 5 years or more

How often does/did this instruction takeplace?
A. Less than 2 hours per week
B. 2 hours or more, but less than 4 hours
per week
C. 4 hours or more, but less than 10 hours
per week
D. 10 hours or more, but less than 15 hours
per week
E. 15 hours or more per week

How much time have you spent studying
English (in secondary and post-secondary
school)?
A. None (Skip to question 5.)
B. Less than one year
C. 1 year or more, but less than 2 years
D. 2 years or more, but less than 5 years
E. 5 years or more, but less than 10 years
F. 10 years or more

How much time altogether have you spent
studying English in training sponsored by an
employer?

8.

Have you ever lived in a country in which
English is the main language spoken?
A. No
B. Yes, for less than 6 months
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
B. 2 hours or more, but less than 4 hours
per week
C. 4 hours or more, but less than 10 hours
per week
D. 10 hours or more, but less than 15 hours
per week
E. 15 hours or more per week
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Educational Testing Service.

C. Your current status
9.

Which of the following best describes what
you do now?
A. Employed full or part time
B. Student (Skip to Section III.)
C. Active duty in the armed forces (Skip to
Section III.)D. Homemaker (Skip to Section III.)E. Unemployed (Skip to Section III.)
F. Participating in a work-study or apprenticeship program (Skip to Section III.)(Turn over for Sections II and III.)Background Questionnaire- Side 2
Section II ___________________________
A. Your Present employment situation
10. Which of the following categories best
applies to your job? Choose one. (Thepositions shown in parentheses areexamples only.)
A. Management (legislator, official,department director)
B. Scientific/Technical professional(engineer, research scientist)
C. Marketing/Sales (market analyst, sales
representative)
D. Finance (financial auditor, accountant)
E. Teaching/Training
F. Professional specialist (businessprofessional, economist, lawyer)
G. Customer service (airline attendant, hotel
staff, travel agent)
H. Technician/Associate professional (juniorengineer, medical technician, aircraft
controller, safety inspector)
I. Clerical (secretary, bookkeeper)
J. Worker (trade person, machine operator,
assembler, laborer)
11. What is your level in your company?
A. Nonmanagerial/nonSupervisory
B. Supervisory
C. Managerial
12. About how many years have you been withyour company?
A. Less than 2 years
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

B. Your current use of English on the job
13. About how much of your time at work do you
spend using English?
A. 0 to 10%
B. 11 to 20%
C. 21 to 50%
D. 55 to 100%

I.N.T05001

Questions 14-17. How important is each of thefollowing English skills to your work? (Choose one
answer for each skill.)
14. Listening
A. Important
B. Somewhat important
C. Not important
15. Reading
A. Important
B. Somewhat important
C. Not important
16. Speaking
A. Important
B. Somewhat important
C. Not important
17. Writing
A. Important
B. Somewhat important
C. Not important

Section III __________________________
A. Your experience taking the TOEIC test
18. Before today, how many times have you
taken the TOEIC test?
A. NeverB. 1 timeC. 2 times
D. 3 times
E. 4 or more times
19. When did you last take the TOEIC test?
A. Less than 6 months ago
B. 6 months or more, but less than
1 year ago
C. 1 year or more, but less than
2 years ago
D. 2 or more years ago

Copyright © 2003. EDUCATIONAL TESTING SERVICE, ETS, ETS logo
and TOEIC are registered trademarks of Educational Testing Service.

Copyright © 2006 by Educational Testing Service. All rights reserved. ETS, the ETS logo and TOEIC are registered trademarks of Educational Testing Service (ETS)in the United States of America and other countries throughout the world. TEST OF ENGLIsh for international communication is a trademark of ETS. 3550