Kazakhstan ranked near the bottom of the EF English Proficiency Index 2025, ranking 107th out of 123 countries and territories, with a score of 417 out of a possible 800. This result ranks Kazakhstan at "very low proficiency."
According to Energyprom.kz, the average score among study participants was 488. The ranking is based on the EF Standard English Test, which approximately 2.2 million adults worldwide took in 2024.
EF emphasizes that the study results cannot be directly generalized to the entire population. The test is conducted voluntarily by people who choose to test their English proficiency, so the sample is not fully representative.
According to EF's methodology, a score of less than 450 indicates a very low level of English proficiency. A score of 450 to 499 is considered low, 500–549 is considered moderate, 550–599 is considered high, and 600 and above is considered very high.
The Netherlands topped the ranking with 624 points, followed by Croatia with 617, Austria with 616, Germany with 615, and Norway with 613.
Among the Central Asian countries, Turkmenistan achieved the highest score, with 456 points and 91st place. Kyrgyzstan ranked 101st with 443 points, and Uzbekistan ranked 104th with 429 points. Kazakhstan ranked 107th with 417 points, and Tajikistan ranked 110th with 409 points.
Overall, the Central Asian countries demonstrate relatively low results. Kazakhstan, however, is ahead only of Tajikistan, behind Turkmenistan, Kyrgyzstan, and Uzbekistan.
The EF EPI results should be viewed primarily as an indicator, not an absolute measure of the language situation. However, the rankings of Central Asian countries show that English has not yet become a widespread tool for international communication and professional activity in the region.
For Kazakhstan, this issue is particularly important against the backdrop of expanding international ties, attracting foreign investment, developing the digital economy, and educational cooperation. Wider dissemination of English could improve access for professionals and students to global knowledge, technology, and labor markets.
However, the low rankings of countries in the region may reflect not only the quality of education but also limited access to the language environment, international programs, and the use of English in everyday and professional life.
CentralasianLIGHT.org
August 21, 2026