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Despite the extensive research on police use of social media for crisis communication, their post-crisis social media activity warrants further exploration. This paper analyses 4,177 posts from the Hong Kong Police Force’s (HKPF) Facebook page from June 2018 to May 2021, covering periods before, during, and after the wave of violent protests in 2019. The study found that, during the protest movement, the HKPF’s social media agenda underwent a significant shift – from serving as a public relations tool to creating an image of a crime-fighting force. This agenda persisted post-crisis, with the police demonstrating increased activity on social media during this period. At the same time, the police made efforts to restore a degree of friendly tone after the movement. The research suggests that, despite the general tendency to restore legitimacy following civil unrest, such a crisis can impact the police’s perception of their relationship with citizens. Instead of reverting their social media strategy to its pre-crisis state, the crisis-era strategy could become normalised in post-crisis times. The findings of this research provide insight into how civil unrest can affect the police – citizen relationship and how the government’s reaction to the crisis can shape the police’s public relations strategy in the aftermath. [ABSTRACT FROM AUTHOR]

Resilience communication is a fundamental tool for destinations to improve their image and recover after a crisis. Social media are also important tools for tourism communication and for creating tourist experiences and destination image. Therefore, social media are key tools for crisis communication. Based on a series of hypotheses, this paper proposes a conceptual model of crisis communication management that responds to the need to establish a set of premises related to resilience communication in the tourism sector. The empirical analytical study consisted of the quantitative analysis of the results of a survey questionnaire applied to test the hypotheses based on the formulation of a structural equation model. The results demonstrate the importance of social media communication in Perceived Health Risk (PHR) and its effect on perceived impressions, destination image, and related behavioral responses (Destination Recommendation, DR, and Visit Intention, VI). The four hypotheses in the research model have been confirmed, as the effects are statistically significant in a sample of posts analyzed, and the selected items explain every one of the factors. Specifically, the analysis shows that PHR negatively affects Destination Image (DI) and, in a stronger way, Post Impression (PI). Secondly, PI and DI influence one another and covary to some extent. Moreover, the overall DI, which has been affected by PHR, in turn affects DR and VI, demonstrating that PHR in communication ultimately influences DR and VI negatively too. Finally, is also verified both DR and VI are related and covary as intrinsic behavioral aspects related to DI. Resilience communication is a basic tool for destinations to improve their image and recover after a crisis and this research contributes to the literature on the subject by analyzing the impact of this communication on tourists, and specifically on destination image. [ABSTRACT FROM AUTHOR]

This study introduces an innovative approach to improving speaking proficiency among Korean EFL learners through the use of vlogs, further evaluating their impact on learners' foreign language speaking anxiety (FLSA) and willingness to communicate (WTC). In this semester‐long experiment, 49 university students were divided into an experimental group (n = 25) and a control group (n = 24). The former engaged in vlogging activities, while the latter received traditional instruction devoid of social networking. Data were collected via pre‐ and post‐questionnaires on FLSA and WTC, coupled with pre‐ and posttests assessing speaking skills. Vlogging significantly decreased FLSA and bolstered WTC in Korean EFL learners, demonstrating a marked improvement when contrasted with the control group. Additionally, the experimental group, engaged in vlogging, displayed superior advancement in vocabulary, comprehension, fluency and task proficiency. However, no discernible enhancements were observed in speaking accuracy when compared to the control group. With the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group, this study provides a concrete foundation for EFL teachers to consider integrating vlogging and similar social media‐based activities into language instruction. This approach could contribute to creating more engaging and comfortable learning environments, aiding learners in overcoming affective barriers and improving their language skills. Practitioner notesWhat is already known about this topic Prior research in second language acquisition probed the impact of social media on diverse language learning areas: vocabulary, intercultural learning, speaking skills, pronunciation and writing skills.Social media‐integrated language learning demonstrated potential in enhancing oral proficiency among English as a Foreign Language (EFL) learners.Limited research exists exploring the influence of social media, especially vlogging, on EFL learners' speaking skills and affective factors such as Willingness to Communicate (WTC) and speaking anxiety.What this paper adds This study demonstrates that a learning environment cultivated via social media, particularly vlogging, improves speaking proficiency and positively influences affective factors like Foreign Language Speaking Anxiety (FLSA) and WTC.The findings suggest that social media‐integrated speaking activities, specifically vlogging, offer a beneficial and effective pedagogical strategy to ameliorate speaking proficiency, FLSA, and WTC in supportive and non‐intimidating contexts.Implications for practice and/or policy This study offers crucial insights for EFL teachers planning courses to enhance speaking proficiency:The integration of vlogging and similar social media‐based activities into language instruction is strongly supported by the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group. This study provides a concrete foundation for such innovative approaches.The creation of an engaging, interactive and stress‐free learning environment is essential, enabling learners to practice speaking English without anxiety. This approach can also aid learners in overcoming affective barriers and enhancing their language skills.EFL educators should prioritize improving key attitudinal factors, such as anxiety and WTC. These factors significantly contribute to the holistic development of oral proficiency.When incorporating social media‐based speaking activities like vlogging, teachers' targeted feedback on recurring learner mistakes can foster improvements in speaking accuracy.EFL teachers must recognize their critical role in nurturing a supportive, non‐intimidating environment, paving the way for learners to effectively enhance their speaking proficiency. [ABSTRACT FROM AUTHOR]