Investigating the Factors of Practice Time and Literacy on Children’s Chinese Typing Skills

Abstract

In generally, most people learn about typing skills by practicing, and emphasizing on learners’ familiarity with the keyboard and position. Chinese input methods are not simply typing by looking, it needs decoding by phonological or character shape in different forms and then the decoded as input keying sequence. In Zhuyin input method, for example, typist knew through literacy pronunciation after saw the character, then decoded and get a “key sequence” to enter by pronunciation decoding. Literacy skills of children are not as good as adults, it is a key about the character can be successfully decoded by pronunciation. In this study, we tried to analyze the process of students’ practice typing. The practice duration may affect the students’ level of typing ability. Most important, there is a significant impact on enhancing children’s typing skills as improving their one of literacy skill.