The rapid development of technology has significantly impacted language learning, especially through social media platforms. This study explores the preferences of non-English students at UIN Ar-Raniry in utilizing social media for learning English by applying the Technology Acceptance Model (TAM) framework, which examines perceived usefulness (PU), perceived ease of use (PEOU), attitude towards use (ATU), behavioral intention to use (BIU), and external variables that influence student engagement. Using a quantitative approach with 30 participants, data was collected through a questionnaire, which revealed that YouTube and Instagram were the most preferred platforms due to their interactive and engaging content. Most college students consider social media a flexible and fun learning tool that supports language acquisition and provides easier access to English learning resources. TAM analysis showed that PU and PEOU significantly influenced students' desire to continue using social media to learn English, although challenges such as distractions, misinformation, and lack of structured content remained. This research suggests that social media can be effectively integrated into English learning strategies, provided that students receive guidance in selecting credible educational content. Future research should investigate the long-term impact of social media use on students' language skills and strategies to minimize distractions in digital learning
environments.