本研究試圖了解使用線上社群工具對於語言學習上的影響。其旨在探索中級日語學生（1）對於使用臉書學習日語之教育成效的看法，（2）藉由臉書學習日語閱讀與寫作所培養出的自主學習態度，（3）對一整個學期使用臉書學習日語的態度。此研究計畫於2011年台灣北部一所私立大學之日語閱讀及寫作秋季班實行。資料經由問卷進行收集。問卷於學期一開始與學期結束時各發放一次讓學生填寫，並使用t檢定檢測受測者在使用臉書做為學習工具之前後，對日語學習之態度是否有差異。此外，質化編譯碼也使用在資料分析中。研究結果顯示，受測者認為使用臉書對於學習新字彙及語言結構很有幫助；此外，受測者也認為使用臉書學習日語可以增強他們的自主學習性。整體來說，受測者均表達他們很享受臉書所提供的開放式與便利之學習歷程。

The study explores how intermediate Japanese learners' perceptions of 1) educational effects of Facebook (FB), 2) their autonomous attitudes toward learning writing and reading in Japanese, and 3) their attitudes toward the project as course assignments vary over a FB project. The FB project was carried out in an intermediate Japanese writing and reading class in the first semester of 2011 at a university in northern Taiwan. Pre- and post-project questionnaires were distributed to participants at the beginning and the end of the semester respectively. The questionnaire data were analyzed quantitatively employing t-test and qualitatively using coding. The results indicate that the participants found FB useful to learn vocabulary as well as structures. They also further enhanced their autonomous attitudes toward learning Japanese. Overall, they enjoyed the writing and reading practice on FB due to its open environment. Based on the findings of the present study, implications for the application of SNS to practice writing and reading in Japanese will be provided.