Most young learners show advanced-level incidental learning of English words when they are exposed to a certain form of the words many times, such as listening to the word and then seeing it in a picture that shows the meaning. However, the most important question here is whether young learners reach the same advanced level if the researcher reduces the time of exposure to different interactive modes level of activity. The current study attempts to determine whether evidence supports the use of interactive modes of activity in improving learners. To this end, the current research randomly allocated 144 participants. The first incidental mode was used in the present study as an incidental learning approach, whereby students were asked to learn English words based on repeated exposure to word forms. The second mode investigated the extent to which students were able to reconstruct vocabulary items based on exposure using a 2- to 6-track incidental learning technique. In track 2, the participants were asked to provide complete words that they had previously learned on a test that contained only part of those vocabulary items. The findings of the present study reported that the students' performance was better than before for the words they had prior knowledge about; the incidental learning was effective after using different interactive modes of activity. Furthermore, the present study found that repeating the form of the words several times to encourage students had a good effect initially, but that effect decreased over time