As social media increasingly shapes daily communication, it is important to explore its potential for language learning. This paper investigates whether the spacing effect observed in incidental vocabulary learning research applies to second language exposure on social media. It specifically examines the differences between spaced and concentrated exposure while keeping the total number of encounters the same. Twenty intermediatelevel Uzbek learners of English were divided into two groups: one group received four concentrated exposures to Instagram video content within a single week, while the other group experienced the same four exposures spaced over two weeks. Participants were not instructed to memorize vocabulary, and their learning was assessed through meaning recognition and recall tests conducted before, immediately after, and two weeks following the exposure. The results indicated that the spaced group significantly outperformed the concentrated group in meaning recognition at both the immediate and delayed posttests, and also demonstrated slight advantages in meaning recall. These findings suggest that spacing enhances incidental vocabulary acquisition, even in informal digital settings. This study extends previous research on the spacing effect to real-world social media contexts and provides valuable insights into incorporating naturalistic exposure into language learning strategies.