<![CDATA[This study examines learners’ perceptions of utilizing social media platforms, including TikTok, Instagram, and YouTube, as tools for acquiring English vocabulary. Recognizing that vocabulary is a key component of communicative competence, this research examines how informal, multimodal exposure through social media supports incidental vocabulary learning. A qualitative descriptive design was employed involving eight EFL students from a private university in Manado, Indonesia, who actively use social media for English learning. Data were collected through semi-structured interviews and analyzed thematically to identify patterns in learners’ experiences, strategies, and challenges. Findings reveal that most learners prefer video-based content for its visual clarity, contextual richness, and entertainment value, which foster motivation and engagement. Learners employed a combination of strategies, including note-taking, translation, and pronunciation practice, to enhance word retention. Participants viewed social media as an effective and enjoyable platform for vocabulary acquisition; however, they also encountered difficulties with accent comprehension, word retention, and technical constraints. The study finds that social media is a good supplement to formal education because it helps students learn on their own and exposes them to real language. It recommends that teachers integrate social media-based activities into classroom tasks to support vocabulary enrichment. Future research could employ mixed-method or experimental designs to measure the actual impact of social media exposure on vocabulary development.]]>
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