As part of on an ongoing project to attain greater proficiency in English as a second language, this paper provides quantitative analyses to show that first-year students at a Japanese university (n=11) can improve their fluency and, to a certain extent, pronunciation over the academic year. Through the practice and testing stages of Timed-Pair-Practice (TPP), students were able to progress in speech production in terms of speed, pausing and repair. However, despite the inclusion of prosodic training, pronunciation proved more elusive due to the wide range of prosodic features. Concentrating on pitch, duration, intensity and rhythm, a modest acoustic alteration was observed with a reduction in duration of function words and that of the unstressed syllable of content word, and a greater range in the pitch. It can be concluded that TPP was an effective tool but more focused prosodic training is required to alter Japanese mora-timing.