<![CDATA[This study investigates the types of English language exposure that contribute to vocabulary development among young learners in an English as a Foreign Language (EFL) context in Gorontalo Province, a peripheral region in Indonesia. Utilizing a qualitative case study design, data were gathered from six young learners aged 8–12 years who were selected through purposive sampling. To ensure data triangulation, three qualitative instruments were employed: an adapted Checklist for English Language Exposure (CELE), semi-structured interviews, and naturalistic observations, followed by Braun and Clarke’s thematic analysis. The findings indicate that school, home, peer, and media exposure contribute differently to vocabulary acquisition. While formal school exposure often results in rigid and limited academic vocabulary, informal media exposure serves as a powerful catalyst for incidental vocabulary learning but triggers a linguistic bottleneck in oral production. Crucially, this study identifies "Interactive Exposure" as a significant new domain that bridges language input and productive vocabulary mastery, enabling learners to achieve fluid and contextual lexical competence through active or functional real-time interactions, such as online multiplayer gaming or naturalistic communication. In conclusion, vocabulary acquisition is determined not merely by input frequency, but by the interactive quality, affective engagement, and meaningful context of the exposure. Therefore, EFL pedagogy for young learners must transition toward embedding interactive and ecological digital spaces to foster productive vocabulary mastery.]]>
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