Digital Mediation and Linguistic Development: A Comparative Analysis of Screen-Based Media Exposure and Peer Social Interaction in Early Childhood Second Language Acquisition

The rapid proliferation of digital media has fundamentally transformed the linguistic environments of young learners, raising critical questions regarding its impact on early second language acquisition (SLA). This study investigates the differential effects of passive and interactive screen time versus live peer social interaction on the second language (L2) developmental trajectories of children aged 3 to 6 years (N=180). Utilizing a mixed-methods comparative design over a six-month longitudinal period, child participants were categorized based on primary daily language input modalities: digital application exposure, video streaming consumption, and structured peer-to-peer communicative play. Standardized linguistic assessment tools, observational interaction metrics, and parental diary logs were utilized to measure expressive vocabulary growth, phonological accuracy, and pragmatic competence in the target language (English). The findings indicate that while high-frequency digital media exposure can enhance passive receptive vocabulary under specific interactive parameters, live peer social interaction remains a statistically significant predictor of spontaneous expressive production, conversational turn-taking, and socio-pragmatic fluency. These results highlight the irreplaceable role of human-to-human communicative contingencies in early childhood SLA, offering practical frameworks for educators, instructional designers, and policymakers navigating digital integration in early childhood education.