An imperative of modern life is to be able to communicate effectively with those from other countries and cultures. One of the results this creates is the desire to learn other languages. Concomitant with this is language testing. This can be in the form of student achievement assessments; diagnostic tests to find out what students need to learn; aptitude tests to judge learner abilities to learn certain skills; and proficiency tests to analyze a person’s current language ability. This paper is concerned with the Test of English for International Communications (TOEIC), which is one of the most widely used English language proficiency tests in Japan and South Korea, and is utilized to a lesser degree in a variety of countries worldwide (ETS 2005: 4). The TOEIC was designed to judge the proficiency of language learners in a business environment. It is claimed to be applied “as a benchmark for employment, promotion, overseas business travel, and transfer in workplaces” (In’nami and Koizumi 2011: 131)