Today's students -- a generation electronically connected since birth -- are trying new innovative technology before they reach university. Integrating technology tools in classes has never been more accessible. Research supports using social media in the classroom to boost student engagement and is a good idea for many different subjects (Rheingold, 2008). As Abe and Jordan point out, the creation of intentional instruction regarding social media is key to advancing student learning (Abe & Jordan, 2013, p. 17). Rheingold furthers this assertion by saying; "Moving from a private to a public voice can help students turn their self-expression into a form of public participation" (Rheingold, 2008, p. 25). As Joosten, Pasquini, and Harness note in their 2013 article referring to the book "Social Media for Educators: Strategies and Best Practices", technologies such as Facebook, Twitter, and YouTube have the potential to enhance learning and strengthen instructors' pedagogical practices" (Joosten, Pasquini, and Harness, 2013, p. 126; see Joosten, 2012). Moreover, students also demand intercultural experience as a result of the formation of the "global village" (Gullekson, Tucker, & Coombs Jr., 2011). Resent research has shown that implementing social media can help foster these types of international communication interactions for students and can boost their perceived improvement with English vocabulary (Dashtestani, 2018). This translates into an opportunity for English classes to encompass activities that include social media to promote intercultural competence and conversation practice. Instructors can introduce these tools to boost engagement by mirroring the tools used in global interactions with favorite channels such as Facebook, Twitter, LinkedIn, etc. This practical paper explains the rationale behind using Twitter in class, outlines a pilot program that was done in South Korea, and provides two lesson plans that instructors can adapt using Twitter as the primary technology tool.