English Vocabulary Acquisition through YouTube Exposure in a Three-Year-Old Child: A Qualitative Case Study

Abstract

Young children may have limited opportunities to encounter English outside formal instruction, making digital media an increasingly relevant source of language input. This study examined how a three-year-old child acquired English vocabulary through regular exposure to English-language YouTube content in a home-based learning environment. The study focused on vocabulary acquisition, retention and use in daily communication, and the role of family support in the child’s English learning. A qualitative case study design was employed. Data were collected through nine naturalistic observations and semi-structured interviews with the child’s mother and caregiver and analyzed using thematic analysis. The findings revealed three major themes. First, the child acquired vocabulary through repeated visual and auditory exposure to English-language YouTube content. Second, previously acquired vocabulary was retained and spontaneously used during play, daily routines, and emotional expressions. Third, family support through guided viewing, responsive interaction, and corrective feedback reinforced vocabulary development and meaningful language use. These findings suggest that home-based YouTube exposure can provide accessible English input for young children, particularly when supported by active family involvement and appropriate supervision.