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This study analyses the advantages and weaknesses of using Facebook to aid the learning of Japanese as a foreign language.

A questionnaire survey was conducted to collect data from 100 Hong Kong Japanese language learners (who are generally fluent in Chinese and English), ranging from total amateur to advanced learners (Japanese Language Proficiency Test (JLPT) qualified at different levels).

The authors' results suggest that the advantages of using Facebook to help learn Japanese include: (1) serving as a free-of-charge, casual, and convenient learning platform; (2) enriching learners' knowledge beyond the language learning and (3) encouraging interactive and collaborative learning with other users for practicing the language. However, the low credibility and unstructured educational materials posted on Facebook and being easily distracted by other Facebook feeds are the major weaknesses of learning a language through Facebook. Furthermore, the authors' result shows that Facebook is especially effective for Japanese learning when learners fall into either one of the following groups: young, female, or intermediate (N2/3) learners.

Scant studies focus on the aid of learning Japanese via Facebook, especially Hong Kong learners' perceptions, or generally in the East. Therefore, this study aims to fill this research gap. The authors' findings will facilitate the students, teachers, and language institutions from Hong Kong and other countries to improve the students' effectiveness in learning and teaching Japanese.

Although Facebook addiction has been found to be a key motive for using Facebook, scant research has explored the association of Facebook addiction with social capital. While researchers addressed how Facebook use strengthened social capital, they did not address the resultant excessive and uncontrollable Facebook use, which is a key sign of Facebook addiction. Therefore, the authors develop this project to study this research gap.

This research explores the motive of Facebook addiction by using a questionnaire to examine the relationships between Facebook addiction and two types of social capital: cognitive and bonding social capital. The authors recruited Hong Kong youth through Facebook and peer groups to complete a set of questionnaires on Facebook addiction, cognitive social capital, bonding social capital and the degree of extraversion. Hierarchical regression is used for analyzing the data collected.

Hierarchical regression results indicated that the more addicted one was to Facebook, the lower the cognitive social capital one perceived. Such a negative relationship was particularly significant for female participants. A similar but marginally significant effect is also found for bonding social capital.

This research sheds light on the impact of Facebook addiction on how one perceives shared meanings and the sense of belongingness with other people on social networks.

The peer review history for this article is available at https://publons.com/publon/10.1108/OIR-06-2021-0300.

While the library has remained a preferred place of learning and received a positive perception in all aspects, the current space planning, as categorized in the “four-space model,” does not seem to address user needs well. The purpose of this article is to explore the correlations of user perceptions, academic library usage and social capital.

This research presented a new approach to understanding the academic library's role by surveying 120 users about their preferred place on the campus, actual usage, and perceptions of the library physically and remotely. Correlation analysis between library use and user activities was performed.

The findings indicate that the library demonstrates attributes from all four levels in the learning space hierarchy, providing an ideal learning space for students. However, our results do not support academic libraries as the breeding ground of social capital.

As the data of this study were collected during the COVID-19 pandemic period, the findings may provide us with insights on how library users have adjusted themselves in using these public facilities with social distancing in their minds. The findings also provide implications for re-designing the library places to meet the users' needs and make it favorable learning commons to students in both the pandemic and post-pandemic eras.