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This study investigates EFL students’ perceptions of Instagram application as a tool for learning English expressions to enhance English speaking skills. The study aims to examine its pedagogical potential in the Saudi context, particularly in relation to speaking proficiency. Employing a descriptive-correlational design, data were collected from 112 female undergraduate students enrolled in the preparatory program at King Abdulaziz University. A web-based questionnaire, adapted from validated instruments, was used to measure students’ perceptions of Instagram’s general benefits for language learning and its effectiveness in teaching expressions. The findings revealed that students strongly valued Instagram for improving multiple language skills, with particular emphasis on vocabulary enrichment, pronunciation, and communicative competence. They reported feeling motivated, comfortable, and less anxious when engaging with Instagram-based expression posts. Correlation analysis demonstrated a significant positive relationship between students’ perceptions of Instagram’s overall benefits and their perceptions of its effectiveness in enhancing speaking (r = .815, p < .01). The study contributes context-specific evidence to the literature on technology-mediated learning, supporting both the Technology-Mediated Learning Theory and the Lexical Approach. Pedagogically, the results suggest that Instagram can be integrated as a supplementary tool to foster engagement, promote fluency, and align classroom instruction with students’ digital practices.