Main Article Content

Tomoko Nishikawa
Guido Izuta


information literacy, computer literacy, Japanese college students, newly enrolled students, office applications


Purpose: The objective of the study was to assess the self-assessment of information literacy among newly enrolled Japanese female college student in what concerns to the ability to operate office applications; namely, word processors, spreadsheets and presentation software. In addition, researchers also investigated the time period when they started using them. 

Methodology: A survey was performed on 272 junior college female students of humanities courses and 41 college students of nutrition science course in April 2018, right after their entrance ceremonies. Statistical free software R was used to process the data, which consisted of chi-square test of independence for a contingency table, and correspondence analysis. The parameters assessed were (1) self-evaluation of the ability to use office applications, and (2) the period of time the students started using time.

Main Findings: ‘Upper intermediate’ level students in word processors were correlated with the period around ‘Class in elementary school’ or ‘Class in junior high school’. By contrast, ‘Upper intermediate’ level students in spreadsheeting were associated with the first contact in a ‘Class in junior high school’ or ‘Class in high school’. Presentation software has been used frequently since elementary school up to high school and its club activities. Finally, the results suggest that ‘Advanced’ level students were taught how to use all these applications from family members.

Implications: These findings may help teachers to improve their academic curriculum in order to fill the gap between those who are skilled and those who are not. They also can give useful hints to explore new teaching methods on information literacy subjects in higher education.

Novelty: The results suggest that that the period of time that students had their first contact with the applications affects the awareness of their importance and the motivation to learn them.


Download data is not yet available.
Abstract 73 | PDF Downloads 63 XML Downloads 0 ePub Downloads 5


1. Bendixen, M. (1996). A practical guide to the use of correspondence analysis in marketing research. Marketing Research On-Line, 1(1), 16-36.
2. Cote, T., & Milliner, B. (2016). Japanese university students’ self-assessment and digital literacy test results. CALL communities and culture–short papers from EUROCALL, 125-131.
3. Kassambara, A.,&Mundt, F. (2017). factoextra: Extract and Visualize the Results of Multivariate Data Analyses. R package version 1.0.5.
4. Lockley, T. (2011). Japanese students’ experience of ICT and other technology prior to university: A survey. The JALT CALL Journal, 7(1), 93-102.
5. Lockley, T., &Promnitz-Hayashi, L. (2012). Japanese university students’ CALL attitudes, aspirations and motivations. CALL-EJ online, 13(1), 1-16.
6. MEXT: Ministry of Education, Culture, Sports, Science and Technology of Japan (2008a). Reference Guidelines for Mandatory Learning Achievements in all Undergraduate Education Courses,, accessed 2018-08-12.
7. MEXT: Ministry of Education, Culture, Sports, Science and Technology of Japan (2008b). Course of Study for Junior High Schools – Volume: Technology and Home Economics,, accessed 2018-08-12.
8. MEXT: Ministry of Education, Culture, Sports, Science and Technology of Japan (2010). Course of Study for Senior High Schools – Volume: Information Education,, accessed 2018-08-12.
9. MEXT: Ministry of Education, Culture, Sports, Science and Technology of Japan (2011).The Vision for ICT in Education – Toward the Creation of a Learning System and Schools Suitable for the 21st Century –,, accessed 2018-08-12.
10. MEXT: Ministry of Education, Culture, Sports, Science and Technology of Japan (2018). Survey result on actual situation of information conversion of education in school in FY2017 school,, accessed 2018-08-29.
11. Murray, A., & Blyth, A. (2011). A survey of Japanese university students’ computer literacy levels. The JALT CALL Journal, 7(3), 307-318.
12. Nishikawa, T.,&Izuta, G. (2016). Assessment of Anxiety and Hurdle Perceptions towards Introductory Computer Literacy Classes among Japanese Female College Students. In Proceedings of 2016 International Conference on Education, Psychology, and Social Sciences (ICEPS2016). Malaysia. 218-228.
13. OECD (2015), "Youth who lack basic ICT skills: Percentage of youth (16-29), 2012", in OECD Skills Outlook 2015: Youth, Skills and Employability, OECD Publishing, Paris,
14. R Core Team (2018). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL
15. Sebastien, L., Julie, J. & Francois, H. (2008). FactoMineR: An R Package for Multivariate Analysis. Journal of Statistical Software, 25(1), 1-18. 10.18637/jss.v025.i01