<![CDATA[Reading interest and vocabulary mastery are essential competencies that play a crucial role in supporting elementary school students’ academic achievement. In the digital era, rapid technological advancements have significantly transformed students’ reading habits and language learning processes, particularly in educational contexts. This study aims to examine the relationship between students’ reading interest and vocabulary mastery in the digital era and to identify the factors influencing this relationship. A qualitative library research approach was employed through the review and analysis of relevant academic sources, including scholarly journals, books, and scientific articles. The findings indicate a significant positive relationship between students’ reading interest and vocabulary development. Students who demonstrate a strong interest in reading, whether through printed materials or digital platforms, tend to develop a broader and more diverse vocabulary. Furthermore, digital media can facilitate vocabulary learning by providing rich and contextualized language exposure when used appropriately and under the guidance of teachers and parents. Conversely, excessive screen time and inadequate supervision in selecting digital content may hinder students’ vocabulary development. Therefore, fostering students’ reading interest requires collaborative efforts among schools and families, as well as the effective integration of digital technology to support elementary school students’ language development.]]>
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