因為時間以及人力的限制，本組的四組受試者人數，每組約在 32 至 36 人之間，導致本研究在分析時較難討論性別因素和社會因素。
在性別因素方面，因為語料不足，使筆者難以證明男女語料之間的差 別是否反映實際的差異，還是僅僅為語料不足所造成的結果。因此，本研 究無法判定台灣或者美國男女之間是否存在溝通習慣、禮貌概念或者公共 形象的差異。
在社會因素方面，語料的不足也導致筆者較難分析在按讚、留言方面 的社會距離因素。另外，美國是相當大的國家，地區性的文化差異不少，
但是語料不足就無法控制此因素。此外，各組受試者人數不足也影響到研 究方法的運用，本研究因分類較多，使每類話題的語料相對減少，而無法 採用統計軟體分析，故僅能以次數或平均數呈現可能趨向。未來的研究如 果收集更多受試者的語料，或者針對固定年齡、固定地區受試者收集語料，
則可能提供更精確的結果。
在語料分析方面，筆者因為時間、人力以及篇幅的限制，未採訪受試 者，僅依靠自己的判斷以及前研究的發現分類並分析語料，並推測受試者 的意圖。儘管筆者盡其所能客觀分析，但仍有可能誤解部分語料之言外之 意。若往後研究能有較多人力支援，採用訪談方式與受試者確認語料的意 思和意圖，將更能強化研究的質化部分品質。另外，筆者受限人力、時間 和篇幅，僅以話題種類分類近況更新，未分析表達方法，這也是未來研究 者可深入探討的部分。
最後，在教學應用方面，本文提出幾項教學建議並提供一份教案，然 而筆者因為時間以及人力的限制只檢視兩本華語教材，也只收集華語母語 者以及英語母語者兩組的語料，未收集學習者使用華語的語料。因為筆者 未分析學習者的偏誤，因此未比較學習者使用華語透過臉書溝通出現的偏 誤，導致教學應用部分缺乏針對性。另外，筆者未在課堂裡實際運用本文 的教學建議，如果先實際試教可以觀察學生的反應，並依此修改本文的教 學建議。
本文針對台美兩國的臉書溝通習慣進行初步探討，主要分析兩國使用 者張貼近況更新的話題偏好以及回應不同話題的方式。在語料收集上，筆 者僅收集固定年齡、大學教育水平以上的受試者語料，未探討性別、社會 距離、社會地位或者其他因素。因為臉書溝通為相當新的研究領域，相關 研究頗為不足，往後的研究可以將上述提到的任何因素作為研究主題，補 充本文的不足並提供台美兩國文化差異更完整的論述。
另外，本文雖然以改善華語教學為目標，但是並未分析學習者在臉書 上使用華語溝通的語料，無法判斷學習者的需求為何，因此本文的教學應 用建議效果有限。未來研究可以收集學習者的語料，檢視學習者在臉書上 使用華語溝通與母語者有何差異；並針對本文的教學設計提出修補。使用 學習者的語料提出教學建議更有針對性，如此教學設計可以更有效提高學 生的溝通能力。最後，未來的研究可以先將教學建議應用在課堂裡，再使 用學生的回饋提出更有效的教學建議。
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