This paper seeks to expand on the authors’ preliminary study (McDonald & Foss, 2007) by examining the effects of typing training and practice on the typing abilities and attitudes of first-year students at a large, private university in Japan over the course of an entire academic year. These limitations may be especially troublesome for such first-year students as university-level EFL programs across Japan are now more likely than not to include computer-based coursework that requires typing in English to some degree. Although Japan’s Ministry of Education, Culture, Sports, Science and Technology has stated that the enhancement of computer skills should be a major priority in elementary and secondary education, many Japanese students arrive at the post-secondary level with very limited English typing abilities.
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