Digital Input and Early Language Learning: Investigating English as a Foreign Language Exposure in Toddlers
DOI:
https://doi.org/10.18592/let.v16i1.18790Keywords:
YouTube Kids, Early English Language Acquisition, Parental Mediation, Digital Language Input, Lampung ProvinceAbstract
This study investigates the role of English-language content on YouTube Kids in facilitating early EFL acquisition among toddlers aged 2–5 in Lampung Province, Indonesia. Employing a mixed-methods embedded design, data were collected from 21 families through questionnaires, semi-structured interviews, observations, and parental diaries. Reflexive thematic analysis supported by Spearman's rank-order correlation identified three themes: (1) digital media provides consistent comprehensible input aligned with toddlers' developmental needs; (2) parental mediation through co-viewing and vocabulary reinforcement scaffolds language internalization; and (3) guided exposure facilitates transition from passive reception to spontaneous English production across lexical, formulaic, and pragmatic domains. A statistically significant correlation was established between exposure and language output (ρ = .64, p = .002), with 76.19% of parents reporting near-daily engagement and 85.71% observing spontaneous English use in daily interactions. Variability in outcomes indicates that exposure alone is insufficient; the quality of parental mediation constitutes the decisive moderating variable. These findings position YouTube Kids as a viable low-barrier EFL resource in underserved regions, while underscoring the need for caregiver media literacy support and policy frameworks integrating digital media into early foreign language education.
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