This study examines the role of social media platforms in promoting collaborative learning among English as a Foreign Language (EFL) students in vocational colleges, aiming to investigate students' perceptions, experiences, and challenges related to the utilization of social media for collaborative learning, along with the factors influencing its effectiveness in vocational educational settings. Employing a mixed-methods approach, the research comprised qualitative interviews with 15 EFL students and a quantitative survey involving 132 respondents from vocational colleges in China. The qualitative data underwent thematic analysis, while the quantitative data were processed using SPSS to discern patterns and associations. The findings indicate that social media platforms significantly enhance collaborative learning by fostering student engagement, interaction, and satisfaction; however, challenges such as privacy concerns, digital distractions, and technical difficulties were identified as barriers to effective implementation. Furthermore, teacher facilitation behaviours were found to mediate students' experiences with social media-mediated collaborative learning, emphasizing the critical role of educator support and guidance. This research contributes to the existing literature on technology-enhanced education by elucidating the specific dynamics, challenges, and opportunities associated with integrating social media platforms into collaborative learning initiatives in vocational colleges, highlighting the necessity of understanding students' perceptions and experiences with social media in educational contexts and the need for evidence-based strategies to optimize its use for fostering meaningful learning experiences among EFL students.