This study examines the role of social media-based film dialogue performances in supporting informal English language development among adult ESL learners. Drawing on frameworks of informal language learning, participatory digital culture, and performance-based language acquisition, the study adopts a conceptual-analytical approach to explore how learners engage with authentic input through digitally mediated practices. The analysis identifies three key patterns of engagement: imitation of linguistic forms, development of expressive speech, and heightened awareness of pronunciation. These practices emerge as learners recreate film dialogues on social media platforms, transforming passive exposure into active language use. The findings indicate that such performances function as informal yet meaningful opportunities for spoken language practice, extending beyond classroom boundaries. Additionally, the analysis highlights the role of digital environments in fostering learner motivation, creativity, and audience-oriented communication. These results suggest that integrating performance-based digital practices into English Language Teaching (ELT) may strengthen the connection between formal instruction and informal language use.