This study explores the pragmatic use of greetings and closings by Master two students of English in social media interactions. The research investigates the types and frequency of greeting and closing expressions, the patterns of their use, and the nature of responses they elicit, with particular focus on the role of sociopragmatic variables such as social distance and rank of imposition. Grounded in Speech Act Theory, Politeness Theory, and Grice's Cooperative Principle, the study aims to uncover how EFL learners adapt their language to reflect contextual and relational understanding in digitally mediated communication. Adopting a descriptive-exploratory methodology, the research integrates quantitative and qualitative approaches. Data were collected through a Discourse Completion Task (DCT) administered to a purposive sample of 200 EFL Master's students from the universities of Mila and Sétif in Algeria. The DCT consisted of ten communicative scenarios representing varied degrees of formality, relational proximity, and communicative intent. Responses were analyzed to identify linguistic patterns and evaluate the pragmatic strategies employed. The findings indicate that participants frequently used informal, positively polite greetings such as "Hi" and "Hey," particularly in low-imposition and close-distance scenarios, reflecting the informal and relational nature of social media platforms. Formal greetings like "Good morning" or "Dear Professor" were employed in high-imposition contexts, signaling awareness of social hierarchy and formality. Similarly, closings ranged from casual phrases like "Take care" to more structured forms such as "Best regards," aligned with context and audience. Across all responses, students demonstrated notable metapragmatic awareness, adjusting their expressions according to perceived power and relational closeness. The data also reveal a strong adherence to cooperative maxims, with greetings and closings used to facilitate smooth conversational openings and closures. These results highlight the evolving pragmatic competence of EFL learners in digital environments and emphasize the importance of integrating sociopragmatic instruction into language education to better equip learners for context-sensitive communication online.