Exploring English Vocabulary Acquisition through YouTube Exposure in Early Childhood: A Qualitative Case Study

Keysi Muretya, ⁠Titin Rahmiatin Rahim, Ririn Syahriani

Abstract


This study investigates how a three-year-old child acquires English vocabulary through exposure to English-language YouTube content. Using a qualitative case study design, the study explored the child's vocabulary acquisition process, vocabulary retention and use in daily communication, and the role of family support in second language learning. Data were collected through nine naturalistic observations and semi-structured interviews with the child’s mother and caregiver and were analyzed using thematic analysis. The findings revealed three major themes. First, the participant acquired English vocabulary through repeated visual exposure, enabling the independent identification of familiar objects even in the absence of narration. Second, previously acquired vocabulary was retained and spontaneously used in everyday communication, including play activities, daily routines, and emotional expressions. Third, continuous family support through guided YouTube exposure, responsive interaction, and corrective feedback reinforced vocabulary development and encouraged meaningful language use. These findings suggest that English-language YouTube content can serve as an effective source of second language vocabulary input for young children when combined with active family involvement and appropriate supervision.

Keywords


Second Language Acquisition, Early Childhood, English Vocabulary, YouTube Exposure, Qualitative Case Study

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DOI: https://doi.org/10.31004/jele.v11i5.3195

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