Social media technologies have undeniably become an integral part of people's lives and they have been widely used amongst the new generations, particularly, university students. This widespread of social media technologies has certainly made a huge impact on the way people learn and interact with each other resulting in the emergence of communities of learning that are supported by collective intelligence. This study is based on quantitative methods using a survey instrument to gather descriptive data regarding the perceptions of seventy-five (n = 75) randomly chosen male and female English as a Foreign Language (EFL) teachers at two Saudi tertiary institutions. The study utilized a 14 Likert scale statements where each statement had five Likert-type items for the participants to choose from. Analysis of the gathered data indicated that the majority of the participants believe strongly in the pedagogical values and benefits of using social media as an ELT tool in the EFL classes in the Saudi context. Nevertheless, the majority expressed reservations with regards to the extent to which social media can be freely allowed to be used in the EFL classroom where they perceive it as having a double edged sword effect and that is mainly due to some undesired distractions that some students may resort to which may occasionally result in the opposite of the intended effect of their usage. The study recommends more research studies in this area so as to closely understand how experienced EFL teachers utilize social media in their classes in order to develop best practices for implementing social media in teaching and learning in EFL in the Saudi contexts.