Test scores point to improved English

There has been significant improvement in the scores of Chinese taking the Test of English as a Foreign Language and the International English Language Testing System exam over the past decade, a trend experts said reflected genuine advances in overall English proficiency, though persistent challenges remain.

According to Omar Chihane, general manager at TOEFL, the average TOEFL score of Chinese students rose from 80 to 86 over the past decade, with reading scores consistently exceeding the global average since 2008.

From 2008 to 2023, the gap between Chinese test-takers' TOEFL writing scores and the global average continued to narrow. In 2023, the average scores for speaking and writing among Chinese examinees were only 0.2 point and 0.1 point below the global average, respectively, he said.

According to the British Council, one of the major administrators of IELTS, the overall average score of Chinese academic IELTS examinees reached 5.9 during 2023-24, a 0.2-point increase compared with 2018-19. Writing scores surged most notably by 0.4 point, while historically weak speaking skills improved by 0.2 point. Nearly 60 percent of candidates scored 6.0 or higher during 2023-24 — a 12 percent jump from five years earlier.

Lan Xi, director of studies at New Channel International Education Group, a Beijing-based overseas study consultancy, said the English test scores reflect significant improvement in the actual English language proficiency of Chinese students.

"The narrowing score gaps in speaking and writing are the result of moving away from rote test-taking techniques toward holistic language proficiency development," Lan said.

Digital learning resources have significantly lowered access thresholds to quality materials, while teaching frameworks now prioritize critical thinking over knowledge transfer, he added.

Student motivation for English learning has evolved from achieving target scores to meeting the practical demands of future overseas study or global workplaces. This has resulted in more proactive engagement in holistic training in all language skills, he said.

Lan highlighted several concrete improvements: Students now construct thesis-driven arguments in their academic writing instead of relying on templates, analyze authors' evidence during critical reading rather than translating texts word-by-word, and actively engage in classroom debates instead of giving passive responses.

Shen Zhourong, a teacher at Beijing International Studies University's School of Interpreting and Translation, said that vocabulary expansion has boosted students' foreign journal reading abilities.

In output skills, classroom debates and daily expression show upward trends. However, academic writing continues to be a challenge, Shen said.

He noted that even native Chinese speakers need continuous refinement in Chinese academic writing, adding that English academic writing demands greater logical coherence and lexical precision, leaving many students struggling despite strong speaking competence.

Wu Peng, dean of the Overseas Education College at Jiangsu University, noted a similar trend. While pointing out "modest upward trends" in domestic English proficiency test scores, he cautioned that high scores do not necessarily reflect commensurate improvement in practical language skills.

To address English speaking and writing deficiencies among students, the school has introduced more practical learning tools, such as English debate competitions and drama performances. It has also incorporated digital resources to provide personalized learning, real-time feedback and one-on-one tutoring.

Both experts confirmed the persistent score-application gap. Shen attributed this to the structural nature of standardized tests, which allow targeted preparation that boosts scores without necessarily improving practical language ability.

Wu of Jiangsu University said that exam-oriented traditions prioritize scores over communication skills. Students lack authentic practice opportunities and fear making mistakes due to cultural factors favoring passive learning.

Nevertheless, the phenomenon of "mute English" — students mastering grammar and vocabulary but struggling to speak — is showing signs of easing.

Shen of BISU attributed the progress to three factors: China's growing international engagement, early exposure to English education and increasing parental emphasis on language learning. Wu pointed to study-abroad programs, international student exchanges and digital platforms facilitating global communication.

Wu emphasized that sustaining this improvement requires a fundamental mindset shift: Students should view English as a communication tool rather than merely a test subject. Such a shift is critical for China's deepening global integration, he said.