<![CDATA[The widespread use of digital media has substantially increased English exposure among adolescent learners. Social media, online games, video-sharing platforms, and other digital applications provide learners with frequent encounters with English outside formal classroom settings. However, frequent exposure does not necessarily result in the development of functional vocabulary that learners can actively retrieve and use in communication. This qualitative case study explores the vocabulary acquisition difficulties experienced by Indonesian senior high school EFL learners in the digital era, with particular attention to the gap between passive digital exposure and productive vocabulary use. Data were collected through semi-structured interviews with eight senior high school students and two English teachers, classroom observations, and field notes. The data were analyzed thematically through data condensation, data display, and conclusion drawing and verification. The findings indicate two major patterns. First, students frequently encounter English through social media and online gaming, but their engagement is predominantly passive. Second, students demonstrate a strong dependence on automated translation tools, which reduces opportunities for independent meaning-making and contextual processing. These patterns are associated with difficulties in retrieving basic functional vocabulary and increased anxiety during classroom speaking activities. The findings suggest that digital exposure should not be equated with vocabulary acquisition. Rather than simply increasing students' access to digital English, contextualized vocabulary tasks, peer interaction, role-play, digital storytelling, and guided use of translation technologies. The study contributes to the discussion of digital-age EFL learning by highlighting the importance of moving learners from recognition to active production.]]>
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