The purpose of this phenomenological inquiry is to explore the influence of social media on the vocabulary adeptness of second-year Bachelor of Secondary Education (BSED) major in English students enrolled in private and local colleges within Davao de Oro Province. The study examines the effects of social media on vocabulary adeptness, encompassing aspects such as spelling, grammar, syntax, and vocabulary usage, guided by three research questions. Thematic analysis reveals the diverse strategies employed by four-teen (14) BSED English students to navigate the linguistic influences of social media, emphasizing intentional efforts, peer collabo-ration, and a discerning approach to online content. The findings underscore the active role of students in enhancing their vocabu-lary amid the informal communication style of social media, highlighting the need for educators to recognize these platforms as dy-namic resources for vocabulary acquisition. Integrating social media into instructional approaches is suggested to create more rele-vant and engaging language learning environments, aligning with the digital and linguistic realities of contemporary students. Embracing the positive aspects of social media in vocabulary instruction holds the potential to contribute to more effective and stu-dent-centered language learning environments.