the toeic test report on test takers worldwide 2012 listening and reading tài liệu, giáo án, bài giảng , luận văn, luận...
Listening AnD reading The TOEIC Test ® R e p o r t o n T e s t Ta k e r s w o r l d w i d e 2012 ETS — Listening Learning Leading ® Worldwide Report 2012 Table of Contents Page The TOEIC Background Questionnaire .2 Description of TOEIC L&R Test Takers in 2012 Mean TOEIC Scores Across Native Countries/Regions Relationship Among Listening and Reading TOEIC Scores .6 Test Takers by Demographic Variables Age 11 Gender 12 Education 13 Academic Major 14 Employment Status .15 Type of Industry 16 Type of Job 18 Years Spent Studying English .19 Type of Language Skill Most Emphasized When Studying English 20 Daily English Use Requirement 21 Most Frequently Used Language Skill 22 Difficulty with English Affecting Communication .23 Time Spent in a Native English-Speaking Country/Region .24 Purpose for Living in a Native English-Speaking Country/Region 25 TOEIC Test-Taking Experience 26 Purpose for Taking TOEIC L&R Test 27 Appendix A – TOEIC Background Questionnaire .28 Appendix B – Response Rates to Each Background Question 30 Appendix C – Correlations Between Listening and Reading by Region 31 Worldwide Report 2012 The TOEIC® Background Questionnaire The TOEIC Background Questionnaire is a self-survey that gathers information about TOEIC test takers’ educational background, work experience, Englishlanguage 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 2012 The vast majority of test takers included in this report are from Asia, and so the results may not be representative of other regions In addition, the response rates varied across different background questions (Appendix B) Consequently, care should be taken in making inferences based on this data 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 Worldwide Report 2012 Description of TOEIC Listening & Reading (L&R) Test Takers in 2012 Background information was collected from the total group of test takers who took the TOEIC L&R Test in 2012, either through the Public Testing Program or the Institutional Testing Program The following is a general description of the test takers included in this analysis As noted earlier, the number of test takers who responded to each background question varied across questions • The largest proportion of test takers (38%) were between 21 and 25 years of age • 57% of test takers were male • Most test takers (58%) had an undergraduate degree or were pursuing one • 25% of the test takers majored in Engineering/ Architecture, while 20% majored in Business • 35% of test takers were employed full-time, while 53% were full-time students • 31% of test takers worked in scientific/technical professions, and 17% worked in clerical/ administrative positions • 31% of test takers selected Reading as their most often used English-language skill • Only 12% of test takers had spent six months or more in a native English-speaking country/region • 45% of test takers used English to 10% of their daily life • 81% had spent more than years studying English • 47% of test takers who took the TOEIC test in 2012 had previously taken it on three or more earlier occasions • 30% had taken the TOEIC test for job application purposes Worldwide Report 2012 Worldwide Report 2012 Mean TOEIC Scores across Native Countries Mean TOEIC Scores Across Native Countries/Regions Table is organized by the native country of test-takers and shows the average test scores of all individuals from Table is organized keep native that the native country of a test-taker is not necessarily the country in which not necessarily the country/region in which he or she a given country Please by thein mindcountry/region of test takers and shows the average test scores of all he or she took the TOEIC test Only countries with more than took TOEIC test-takers are included in thiswith more 500 the TOEIC test Only countries/regions table individuals from a given country/region Please keep than 500 TOEIC test takers are included in this table in mind that the native country/region of a test taker is 2012 Worldwide TOEIC Listening and Reading Comprehension Scores 2012 Worldwide TOEIC Listening and Reading Comprehension Scores 255 (102) Asia 309 (96) 275 (109) South America 307 (113) 278 (118) North America 332 (115) 311 (99) Africa 350 (98) 340 (97) Europe 368 (95) 50 100 150 Reading Means (SD) Reading Means (SD) 200 250 300 350 400 Listening Means (SD) Listening Means (SD) Figure 1: Mean TOEIC Scores by Region Figure 1: Mean TOEIC Scores byonly for categories containing 500 or more test takers Mexico is included in the data for Note: All charts reflect results Region North America *Note- All charts reflect results only for categories containing 500 or more test takers Mexico is included in the data for North America Worldwide Report 2012 Table 1: Mean Performance by Native Country/Region Country/Region Listening Mean (SD)* Reading Mean (SD)* Total Mean (SD)* BANGLADESH 466 (48) 433 (59) 899 (102) SRI LANKA 464 (55) 429 (60) 893 (110) NEPAL 458 (52) 421 (64) 879 (112) GERMANY 451 (67) 415 (75) 866 (135) INDIA 449 (65) 409 (78) 858 (138) PAKISTAN 444 (84) 406 (99) 850 (179) CANADA 422 (73) 386 (84) 808 (151) PORTUGAL 422 (81) 377 (93) 799 (168) SWITZERLAND 412 (95) 367 (99) 779 (188) CHINA, PEOPLE`S REPUBLIC 389 (82) 358 (90) 747 (165) FRANCE 377 (88) 350 (88) 727 (169) ITALY 364 (84) 346 (85) 710 (161) JORDAN 385 (107) 311 (127) 697 (228) COSTA RICA 370 (91) 323 (94) 694 (177) RUSSIA 373 (92) 321 (105) 694 (189) MALAYSIA 376 (94) 312 (110) 688 (197) MOROCCO 364 (93) 322 (97) 686 (182) SPAIN 346 (107) 338 (100) 684 (200) PHILIPPINES 370 (77) 308 (95) 678 (164) TUNISIA 349 (98) 311 (100) 661 (192) CAMEROON 340 (86) 307 (85) 646 (162) SENEGAL 338 (92) 306 (88) 643 (172) REUNION 335 (98) 308 (97) 642 (189) ALGERIA 338 (101) 297 (102) 635 (195) KOREA (ROK) 342 (86) 285 (94) 628 (172) COLOMBIA 317 (119) 285 (115) 601 (226) POLAND 332 (109) 264 (117) 597 (217) BRAZIL 308 (125) 284 (122) 592 (241) PERU 311 (118) 277 (112) 587 (223) CHILE 306 (107) 269 (101) 575 (198) MEXICO 308 (115) 249 (112) 557 (220) ECUADOR 282 (97) 271 (96) 553 (183) TURKEY 306 (118) 248 (122) 553 (234) EGYPT 297 (132) 255 (127) 552 (252) SAUDI ARABIA 321 (128) 230 (146) 551 (267) GREECE 316 (102) 223 (102) 539 (196) TAIWAN 295 (99) 244 (103) 539 (194) HONG KONG 281 (111) 232 (121) 513 (225) JAPAN 284 (91) 229 (98) 512 (180) THAILAND 280 (104) 219 (101) 499 (198) UNITED ARAB EMIRATES 294 (101) 201 (109) 495 (197) VIETNAM 245 (92) 225 (97) 470 (182) MACAO 266 (92) 200 (93) 467 (178) ALBANIA 227 (118) 196 (117) 423 (229) INDONESIA 195 (92) 149 (84) 344 (168) *SD=Standard Deviation Worldwide Report 2012 Relationship Among Listening and Reading TOEIC Scores The correlation between the two sections of the TOEIC test was about 0.85 (Appendix C presents the correlations between Listening and Reading across regions.) This is consistent with earlier research (e.g., Woodford, 1982) and with the findings presented in the 2011 Worldwide Data Report This level of correlation indicates that the two measures are closely related, given that both measured test takers’ proficiencies in using English in business communication, and test takers tended to put forth the same amount of effort to study both skills together Test Takers by Demographic Variables Table presents the number and percentage of test takers falling into different demographic categories, as well as the average TOEIC Listening Comprehension, Reading Comprehension and Total scores for each category More in-depth information about test takers in these categories is shown later in this report The categories used in this report are those found in the TOEIC Background Questionnaire Table 2: Mean Performance by Demographic Categories Listening Reading Total Mean (SD)* Mean (SD)* 22.4 277 (100) 217 (102) 495 (194) 38.2 329 (91) 275 (99) 604 (182) 26 – 30 17.4 335 (90) 280 (98) 615 (180) 31 – 35 8.3 317 (94) 270 (103) 588 (189) 36 – 40 5.6 301 (97) 257 (106) 558 (196) 41 – 45 4.2 287 (96) 243 (106) 530 (195) Over 45 4.0 283 (101) 241 (108) 524 (202) Female 43.4 325 (97) 263 (103) 589 (192) Male 56.7 303 (97) 255 (104) 558 (193) Graduate school 10.3 347 (86) 307 (93) 654 (171) Undergraduate college 57.9 333 (86) 279 (93) 612 (171) Junior high school Gender (SD)* 21 – 25 Education Mean Under 20 Age % of Test Takers 0.5 286 (117) 211 (107) 497 (214) Elementary school 0.2 272 (116) 218 (109) 490 (216) High school 5.9 270 (111) 206 (111) 475 (215) Community college 18.9 266 (87) 209 (92) 474 (172) Vocational school after high school 2.9 262 (100) 197 (97) 459 (189) Language institution 1.0 263 (102) 192 (102) 454 (197) Vocational school 2.5 202 (82) 146 (74) 349 (148) *SD=Standard Deviation Worldwide Report 2012 Table 2: Mean Performance by Demographic Categories (continued) Listening Reading Total Mean (SD)* Mean (SD)* 11.4 330 (93) 280 (100) 610 (185) 19.0 333 (94) 269 (102) 601 (188) Business related 19.6 320 (98) 272 (104) 592 (194) Sciences 10.8 307 (93) 259 (100) 566 (185) Engineering 24.5 305 (90) 253 (96) 558 (178) Other 5.3 296 (101) 232 (104) 529 (197) Health related 9.5 276 (90) 226 (98) 502 (181) Not employed 7.7 347 (85) 289 (93) 636 (169) Part-time employee 4.0 322 (102) 267 (107) 589 (201) Full-time student 53.2 312 (95) 256 (101) 568 (189) Full-time employee 35.1 297 (96) 249 (103) 546 (192) Service-Education (High School or below) 2.4 355 (98) 307 (102) 662 (193) Service-Foreign Affairs 0.1 353 (109) 308 (111) 661 (213) Service-Education (College or above) 2.5 350 (102) 302 (112) 652 (207) Mass Media 1.0 345 (90) 290 (99) 635 (181) Public Utility Production 1.5 330 (86) 293 (92) 623 (170) Other Current Status (SD)* Liberal arts Type of Industry Mean Social studies Major % of Test Takers 4.3 331 (93) 280 (100) 611 (184) Trading 3.0 330 (94) 277 (101) 607 (187) Finance 5.4 323 (93) 282 (100) 605 (186) Manufacturing-Pharmaceuticals 1.8 322 (86) 279 (95) 600 (174) Telecommunication 1.8 321 (89) 273 (97) 593 (178) Real Estate 0.5 320 (90) 271 (98) 592 (180) Service-Legislative 3.1 319 (95) 271 (105) 590 (192) Insurance 1.6 311 (93) 269 (102) 580 (187) Service-Armed forces 1.9 311 (93) 268 (101) 579 (186) Manufacturing-Clothing 0.4 322 (98) 253 (100) 575 (190) Service-Health 2.0 315 (90) 259 (97) 573 (178) *SD=Standard Deviation Worldwide Report 2012 Table 2: Mean Performance by Demographic Categories (continued) Listening Reading Total Mean (SD)* Mean (SD)* 1.8 314 (92) 252 (97) 566 (181) 0.9 302 (95) 259 (104) 561 (192) Service-Other 13.8 306 (91) 252 (100) 558 (184) Manufacturing-Food 1.5 303 (96) 255 (102) 557 (190) Agriculture 0.4 299 (101) 256 (104) 555 (198) Manufacturing-Other 3.9 297 (100) 246 (107) 543 (200) Service-Traveling 1.9 307 (100) 235 (101) 541 (192) Manufacturing-Chemicals 3.9 292 (90) 248 (98) 540 (180) Manufacturing-Glass 0.5 282 (92) 237 (98) 518 (184) Manufacturing-Metals 2.1 280 (93) 236 (100) 517 (185) Construction 3.3 281 (102) 232 (107) 513 (203) Retail/Wholesale 1.7 288 (98) 226 (103) 513 (194) Manufacturing-Machinery 6.4 277 (92) 226 (99) 503 (185) Manufacturing-Vehicles 6.8 276 (89) 225 (97) 501 (179) Manufacturing-Electronic 17.2 273 (92) 226 (101) 499 (186) Manufacturing-Fabric 0.8 268 (93) 222 (101) 490 (187) Teaching/Training 5.0 353 (104) 305 (110) 659 (206) Management 4.2 333 (101) 295 (105) 629 (198) Professional Specialist 8.6 320 (93) 281 (101) 601 (187) Clerical/Administrative 16.8 319 (95) 265 (101) 584 (189) Services 5.3 321 (97) 262 (104) 583 (192) Marketing/Sales 13.8 300 (96) 247 (102) 547 (190) Technician 7.3 295 (93) 246 (99) 541 (185) Scientific/Technical Professionals 30.5 284 (88) 238 (97) 522 (177) Other Type of Job (SD)* Manufacturing-Petroleum Years Spent Studying English Mean Transportation Type of Industry % of Test Takers 8.3 285 (105) 235 (111) 520 (209) > 10 years 44.5 348 (86) 297 (94) 645 (171) – 10 years 36.7 294 (91) 240 (97) 534 (179) – years 10.7 269 (96) 210 (98) 479 (186) < years 8.1 257 (96) 201 (98) 458 (186) *SD=Standard Deviation Worldwide Report 2012 20 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 Thirty percent of all test takers indicated that all four English-language skills (Listening, Reading, Speaking, and Writing) were emphasized Twenty-four percent of test takers indicated that Listening and Speaking were the skills most emphasized Test takers from India (48%), Indonesia (72%), China (46%) and The Philippines (47%) indicated an TOEIC Listening and Reading emphasis on all four English-language skills Comprehension Scores Across Language Skills Most Emphasized TOEIC Listening and Reading Comprehension Scores Across Language Skills Most Emphasized Writing 271 Listening 281 Reading 283 221 228 241 302 Reading & Writing 257 Listening & Speaking 313 253 Speaking 314 254 341 Listening, Reading, Speaking and Writing 100 200 289 300 400 500 600 700 Mean Total TOEIC Scores Mean Total TOEIC Scores Listening Listening Reading Reading Figure 10: Mean TOEIC Scores Across Language Skills Most Emphasized Worldwide Report 2012 21 Daily English Use Requirement In response to the question “How much time must you use English in your daily life?,” nearly half of all test takers (45%) indicated that they had to use English for only to 10% of their daily life Test takers from Chile (30%), Costa Rica (32%), India (36%) and TOEIC Listening and TOEIC Listening and Reading Comprehension Scores Across Time Spent Scores English Reading Comprehension Daily UsingAcross Time 254 308 1–10% 276 332 11–20% 291 347 21–50% 318 373 51–100% 100 Spent Daily Using English 221 272 None The Philippines (37%) had the highest percentages of responses indicating that they spend 21–50% of their daily life using English Test takers in India (43%) indicated that they spend 51–100% of their daily life using English 200 300 400 500 600 700 Mean Total TOEIC Scores Mean Total TOEIC Scores Listening Listening Reading Reading Figure 11: Mean TOEIC Scores Across Time Spent Daily Using English Worldwide Report 2012 22 Most Frequently Used Language Skill Thirty-one percent of all test takers indicated that Reading was the English-language skill that they used most often Test takers from France (30%), Italy (29%) and Morocco (31%) had the highest percentage, indicating Listening was the most often used skill Test takers from Chile (45%), Peru (43%) and Taiwan (44%) tended to use Reading skills most often Overall, males were more inclined than females (35% vs 26%) to choose Reading as the English-language skill they used most often For Listening and Speaking, females (19%) had a higher percentage than males (14%) TOEIC Listening and Reading Comprehension Scores Across English Language Skills Used Most Often TOEIC Listening and Reading Comprehension Scores Across English-Language Skills Used Most Often 231 284 Writing Listening 297 237 Speaking 301 239 Reading 302 Listening & Speaking 259 323 Reading & Writing 258 327 277 299 353 Listening, Reading, Speaking and Writing 100 200 300 400 500 600 700 Mean Total TOEIC Scores Mean Total TOEIC Scores Listening Listening Reading Reading Figure 12: Mean TOEIC Scores Across English-Language Skills Used Most Often Worldwide Report 2012 23 Difficulty with English Affecting Communication When asked “How often has difficulty with English affected your ability to communicate?,” 32% of all test takers responded “Sometimes.” Twenty-three percent responded that difficulty with English “frequently” affected their ability to communicate and 13% responded that difficulty with English “almost always” affected their ability to communicate TOEIC Listening and Reading Comprehension Scores TOEIC Listening and Reading Comprehension Scores Across Difficulty with English affecting ability to Communicate Across Difficulty With English Affecting Ability to Communicate 232 283 Almost never 240 292 Almost always Frequently 315 261 Seldom 316 262 276 332 Sometimes 100 200 300 400 500 600 700 Mean Total TOEIC Scores Mean Total TOEIC Scores Listening Listening Reading Reading Figure 13: Mean TOEIC Scores Across Difficulty With English Affecting Ability to Communicate Worldwide Report 2012 24 Time Spent in a Native English-Speaking Country/Region Respondents were asked “Have you ever lived in a country/region in which English is the main spoken language?” Only 12% of all test takers indicated that they had spent six months or more in a country/region in which English was the main spoken language TOEIC Listening and Reading Comprehension Scores Across Amount and Spent in English Speaking Country TOEIC Listeningof TimeReading Comprehension Scores Across Amount of Time Spent in English-Speaking Country/Region 292 No 242 330 Yes, < months 273 Yes, 6–12 months 386 Yes, 1–2 years 316 390 319 414 Yes, > years 100 200 347 300 400 500 600 700 800 Mean Total TOEIC Scores Mean Total TOEIC Scores Listening Listening Reading Reading Figure 14: Mean TOEIC Scores Across Amount of Time Spent in English-Speaking Country/Region Worldwide Report 2012 25 Purpose for Living in a Native English-Speaking Country/Region In response to a question asking “What was your main purpose for living in a country/region in which English is the main spoken language?,” thirty-two percent of all test takers indicated they did so for the purpose of participating in a language program TOEIC Listening and Reading Comprehension Scores Across Purpose for Time Spent in English Speaking Country TOEIC Listening and Reading Comprehension Scores Across Purpose for Time Spent in English-Speaking Country/Region To travel 327 To work 331 270 284 363 To participate in language program Other 377 To study 294 387 100 200 310 324 300 400 500 600 700 800 Mean Total TOEIC Scores Mean Total TOEIC Scores Listening Reading Listening Reading Figure 15: Mean TOEIC Scores Across Purpose of Living in a Native English-Speaking Country/Region Worldwide Report 2012 26 TOEIC Test-Taking Experience respectively The majority of test takers (76%) had taken the TOEIC L&R Test before, with the largest percentage of test takers (47%) having taken the TOEIC L&R Test three or more times previously The percentage of test takers who had previously taken the TOEIC L&R Test varied widely across countries/regions, from a low of 16% in Mexico and Peru to a high of 78% and 85% in Japan and Korea, TOEIC Listening and Reading Comprehension Scores Across Frequency of Testing TOEIC Listening and Reading Comprehension Scores Across Frequency of Testing 277 Never 225 294 Once 240 310 Twice 254 341 Three times or more 100 200 287 300 400 500 600 700 Mean Total TOEIC Scores Mean Total TOEIC Scores Listening Listening Figure 16: Mean TOEIC Scores Across Frequency of Testing Reading Reading Worldwide Report 2012 27 Purpose for Taking TOEIC L&R Test application purposes For learning purposes, Chile (43%), Colombia (33%), Hong Kong (33%), Japan (51%) and Russia (33%) had a high proportion of test takers The highest percentage of test takers indicated that the purpose of taking TOEIC L&R was for learning (33%) and for job application (30%) A large proportion of test takers in Costa Rica (50%), India (47%), Korea (48%) and Thailand (55%) took the test for job TOEIC Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC Test TOEIC Listening and Reading Comprehension Scores Across Purpose for Taking TOEIC Test To assess language program 290 238 For promotion 290 240 For learning 304 For graduation 312 251 261 336 For job application 100 278 200 300 400 500 600 700 Mean Total TOEIC Scores Mean Total TOEIC Scores Listening Listening Reading Reading Figure 17: Mean TOEIC Scores Across Purpose for Taking TOEIC L&R Test Worldwide Report 2012 28 APPENDIX A Background Questionnaire 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 Choose either the level of education in which you are currently enrolled or the highest level that you have completed A B Elementary school (primary school) General secondary school (junior high school) C Secondary school for university entrance qualification or equivalent (high school) D Vocational/technical high school E Vocational/technical school after high school F 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 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/economics D Finance/marketing/trading E Sciences (agriculture, computer science, mathematics, physics, statistics) F Health (medicine, nursing, pharmacy, public health) G Engineering/architecture H Other/none Which of the following best describes your current status? A I am employed full-time (including selfemployed) 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.) Copyright ©2007 EDUCATIONAL TESTING SERVICE, ETS, ETS logo and TOEIC are registered trademarks of Educational Testing Service If you are currently employed, which industry best describes that of your current employer? 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Agriculture/fishing/forestry/mining Construction/building design Manufacturing—food Manufacturing—pharmaceuticals Manufacturing—chemicals Manufacturing—fabric/paper Manufacturing—oil/petroleum/rubber Manufacturing—steel/other metals Manufacturing—machinery/fine machinery Manufacturing—electronic Manufacturing—vehicles (includes manufacturing of all modes of transportation) Manufacturing—cement/glass Manufacturing—clothing Manufacturing—other Service—education (high school equivalent or below) Service—education (college equivalent or above, assessment, research) Service—court/legislative/municipal/prefecture Service—foreign affairs Service—armed forces Service—health/hospital/medical research Service—hotel/recreation/restaurant/travel Service—other Public utilities production/management (electricity/water supply) Broadcasting/mass media Telecommunication Retail/wholesale Trading Accounting/banking/finance/security Insurance Real estate Transportation Other 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 B C D Management (executive, manager, director) Scientific/technical professionals (engineer, mathematician, programmer, researcher, scientist) Teaching/training Professional specialist (accountant, broker, financial specialist, lawyer) Worldwide Report 2012 29 APPENDIX A (continued) Background Questionnaire - Side 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 How many years have you spent studying English? A B Less than or equal to years More than years but less than or equal to years C More than years but less than or equal to 10 years D More than 10 years Which of the following language skills are/were most emphasized? A B C D E F G Listening Reading Speaking Writing Listening and speaking Reading and writing Listening, reading, speaking, and writing How much time must you use English in your daily life? A None at all B to 10% C 11 to 20% D 21 to 50% E 51 to 100% Which of the following English-language skills you use most often? A B C D E F G Listening Reading Speaking Writing Listening and speaking Reading and writing Listening, reading, speaking, and writing 10 How often has difficulty with English affected your ability to communicate? A B C D E Almost never Seldom Sometimes Frequently Almost always 11 Have you ever lived in a country in which English is the main spoken language? A B C D E No (Skip to Question #13.) Yes, for less than months Yes, for to 12 months Yes, for more than but less than or equal to years Yes, for more than years 12 What was your main purpose for living in a country in which English is the main spoken language? A B C D E To study (in other than an English-language program) To participate in an English-language program To travel (not work related) To work Other Section III Your experience in taking the TOEIC test 13 Before today, how many times have you taken the TOEIC test? A B C D Never Once Twice Three times or more 14 What is your main purpose for taking today’s TOEIC test? A B C D E For a job application For promotion To assess the effectiveness of an Englishlanguage program To assess future learning needs To graduate from a course of study Worldwide Report 2012 30 APPENDIX B Response Rates to Each Background Question N Response Rate Total number of people using new Background Questionnaire 5,279,584 Education 4,722,408 89% Major 4,449,982 84% Employment Status 4,844,645 92% Type of Industry 1,812,478 96% Type of Job 1,594,960 84% Years Spent Studying English 4,386,478 83% Language Skills Most Emphasized 4,373,504 83% Time Spent Daily Using English 4,378,758 83% Language Skills Used Most Often 4,336,006 82% 10 Difficulty in English Communication 4,359,296 83% 11 Time in English-Speaking Country/Region 4,335,277 82% 12 Purpose in English-Speaking Country/Region 1,511,552 99% 13 Times Taken TOEIC 4,499,691 85% 14 Purpose for Taking TOEIC 4,395,173 83% Note: N=1,895,688 was used to calculate response rates for questions and (after excluding test takers who selected option 03 and 04 in question 3); N=1,524,412 was used to calculate response rate for question 12 (after excluding test takers who selected option 01 in question 11) Worldwide Report 2012 31 APPENDIX C Correlations Between Listening and Reading by Region Regions Correlations Africa 0.86 Asia 0.85 Europe 0.85 North America (including Mexico) 0.89 South America 0.85 Copyright © 2013 by Educational Testing Service All rights reserved ETS, the ETS logo, LISTENING LEARNING LEADING and TOEIC are registered trademarks of Educational Testing Service (ETS) in the United States and other countries 21917 778606 ... INDONESIA 195 (92) 149 (84) 344 (168) *SD=Standard Deviation Worldwide Report 2012 Relationship Among Listening and Reading TOEIC Scores The correlation between the two sections of the TOEIC test. .. 500 TOEIC test takers are included in this table in mind that the native country/region of a test taker is 2012 Worldwide TOEIC Listening and Reading Comprehension Scores 2012 Worldwide TOEIC Listening. .. Listening and Reading by Region 31 Worldwide Report 2012 The TOEIC? ? Background Questionnaire The TOEIC Background Questionnaire is a self-survey that gathers information about TOEIC test