Chinese takers of the International English Language Testing System test obtained an average score of 5.9 during the 2024-25 academic year, placing the mainland 35th among all participating countries and regions globally, according to the British Council.

Score distribution remained relatively stable, with nearly 60 percent of test takers falling into the 5.5 to 6.5 score band — a slight decrease of 1.7 percent compared with the previous year, the British Council said in a recent report on IELTS test takers' performance on the Chinese mainland.

In terms of individual skills, reading continued to be the strongest area for Chinese candidates, with an average score of 6.2.Speaking and writing, though still challenging, showed the most improvement compared with 2018-2019 levels, indicating notable progress in productive language skills.

The report also highlighted performance trends across different education stages. Compared with 2018-2019, test takers at the secondary, vocational, undergraduate and postgraduate levels all demonstrated improvement, especially in writing and speaking.

Middle school students showed steady overall progress, with significant gains in speaking and writing. Vocational college candidates improved across all skills, particularly in reading and writing. Undergraduate students performed well in reading, though listening emerged as an area requiring attention. Postgraduate candidates maintained consistently high performance in reading and writing.

Regionally, Shanghai led in average scores, though gaps among regions are gradually narrowing.

Among top institutions, 38 universities achieved an average academic IELTS score of 6.5 or above, with Fudan University reaching band 7 for the second consecutive year.

According to a survey by the British Council conducted in August, which collected online responses from 1,120 IELTS test takers on the Chinese mainland, study destination choices are becoming increasingly diverse.

While the United Kingdom remains the most popular choice, Hong Kong has seen a significant rise in popularity, moving into second place, followed closely by Australia. Interest in various Asian and European destinations is also growing.

When it comes to decision-making, prospective students consider multiple factors, including the academic and research strength of institutions, the overall influence and reputation of the country or region, as well as employment recognition and safety upon returning to China, the survey said.

Applying to institutions in multiple countries continues to be a common strategy, with more than half of the surveyed respondents planning to submit applications to universities in more than one country or region, often with the UK as their primary choice, it said.

The value of IELTS in the professional sphere is also becoming more evident. Among working professionals surveyed, 55 percent reported encountering IELTS scores as a mandatory requirement for job applications or promotions. About 86 percent of respondents said preparing for the test effectively improved their workplace English skills, and 85 percent agreed that the competencies assessed by IELTS align well with real-world professional demands, the survey said.

Nie Xizi, a 21-year-old undergraduate student from the Renmin University of China, has taken the IELTS test twice to support her academic goals.

Her first attempt was in February 2024, primarily to apply for a spot in an overseas exchange program. The second test took place in September this year, aimed at preparing for studying abroad at a postgraduate level. She achieved an overall band score of 8 in both exams.

Through the two test preparations, Nie said she gained a deep understanding that IELTS is not only a language proficiency assessment, but also a comprehensive exercise of overall abilities.

During the process, she became more aware of her strengths and weaknesses: despite having a solid English foundation and performing excellently in listening and reading, she still faces the common issue among Chinese students of emphasizing input over output.

"My speaking and writing scores lag significantly behind the other two sections and remain unstable, which is an area I plan to focus on improving in the future," she said.