The main purpose of this review is to present why and how social media can be applied in language teaching and learning, as seen from the point of view of practitioners. Vygotskian constructionism has provided the theoretical framework for the investigation. The wide availability of social media and their high penetration rate are seen as key advantages. The stress has been put on the fact that such platforms enable users to interact with others and acquire the target language in their own community of practice. The learning process, thus, gets enriched by both individual and collaborative dimensions. Negotiation of meaning, as well as the autonomy in creating one’s new identity and customizing the study content, become crucial aspects of the experience. Assuming accountability for one’s own learning results in increased intrinsic motivation to bridge the gap between the current level of knowledge and the desired proficiency level. Finally, certain features of social media that allow instructors to use them in class are discussed.