DOI: https://doi.org/10.36347/sjahss.2026.v14i08.002

Pages: 312-321

This study investigates the relationship between digital media exposure and English vocabulary development among secondary-level students in Bangladesh. By employing a mixed-methods research design, the study collected quantitative data through a structured questionnaire survey conducted among secondary-level students, while qualitative insights were gathered through in-depth interviews and key informal interviews using purposive sampling techniques. Quantitative data were analyzed using SPSS (Version 26) for descriptive and inferential statistical analysis, whereas qualitative data were interpreted following Braun and Clarke’s six-stage thematic analysis approach. The result indicates a weak, non-significant relationship between digital media exposure and vocabulary development (r = −0.17, p = 0.083). However, qualitative findings demonstrate that digital media provides rich contextual and multimodal input, enhances motivation, and supports incidental vocabulary learning. Despite these affordances, learning remains largely passive and unguided, resulting in limited transfer from receptive recognition to productive use. The study identifies key mediating processes, including noticing, multimodal processing, and engagement, alongside moderating factors such as pedagogical guidance, digital access, and distraction. The findings suggest that digital media functions as a conditional resource rather than an autonomous driver of vocabulary acquisition. Effective outcomes depend on structured integration, cognitive engagement, and supportive learning environments. The study contributes to the literature by offering a context-sensitive, mechanism-based explanation of digital vocabulary learning in developing-country settings.