The increasing integration of social media into language learning has transformed how EFL students acquire vocabulary, offering new opportunities for autonomous learning. This study explores EFL students’ perceptions of the @kampungInggrislccom TikTok as a tool for enhancing vocabulary skills through autonomous learning. Using a qualitative case study approach, data were collected from eight EFL students through semi-structured interviews. Thematic analysis following Braun and Clarke’s (2006) framework was employed to analyze the data. Based on Dang’s Autonomous Learning Theory, students’ engagement was categorized into three processes: Initiating, Monitoring, and Evaluating. Findings reveal that students perceive the platform as engaging and beneficial for vocabulary acquisition, though they often supplement learning with other resources. Challenges include passive consumption and limited contextual explanations. The study underscores TikTok’s role in fostering autonomous learning and suggests integrating social media into formal instruction. These insights provide implications for educators seeking to leverage digital platforms for language learning.