The Second International Conference on Teaching English for Specific Purposes and New Language Learning Technologies Faculty of Electronic Engineering University of Niš, Serbia May, 22 nd - 24 th , 2015 Employing Experiments and Interactive Materials in Teaching Technical English Vocabulary Yvonne Liermann-Zeljak + Ivanka Ferčec ++ and Dragana Božić Lenard +++ + Department of Core Courses, J.J.Strossmayer University of Osijek, Faculty of Electrical Engineering, Kneza Trpimira 2b, 31000 Osijek, Croatia Phone: (385) 31 224 672, Fax: (385) 31 224 605, E-Mail: yvonne@etfos.hr ++ Department of Core Courses, J.J.Strossmayer University of Osijek, Faculty of Electrical Engineering, Kneza Trpimira 2b, 31000 Osijek, Croatia Phone: (385) 31 224 672, Fax: (385) 31 224 605, E-Mail: ivanka@etfos.hr +++ Department of Core Courses, J.J.Strossmayer University of Osijek, Faculty of Electrical Engineering, Kneza Trpimira 2b, 31000 Osijek, Croatia Phone: (385) 31 224 672, Fax: (385) 31 224 605, E-Mail: d1bozic@etfos.hr Abstract: The paper deals with the results of different methods used for teaching technical English vocabulary, as well as with students’ perception and motivation with respect to the methods employed in the teaching process. The research included first year students specializing in Automation, Power Engineering and Informatics at the Professional Study Program, Faculty of Electrical Engineering in Osijek, Croatia. The students were divided into two groups, a control and an experimental group. The traditional white/blackboard method was employed in the control group, while the experimental group used an experiment combined with various interactive materials as a vocabulary learning method. Prior to the teaching process, all students were tested on the target vocabulary in order to identify students’ prior knowledge. The same test was conducted after the teaching process for the purpose of detecting any possible variances in the acquisition of the target vocabulary between the control and experimental group. Finally, a short questionnaire survey, aimed at analyzing students’ perception and attitude of the respective methods used as language learning tools, as well as possible dissimilarities in students’ motivation for learning new vocabulary, was carried out. Key words: experiments, interactive materials, technical vocabulary, vocabulary acquisition 1. INTRODUCTION Anyone involved in education is very much aware of the challenges one has to face and cope with when teaching today’s generations of students, who often perceive information technology as an integral part of their lives. Accordingly, students’ expectations regarding methods and tools employed in teaching differ significantly from those used in traditional classrooms. In order to keep today’s students engaged and motivated for learning, involving technology in language classes is not an optional extra for teachers but rather a necessity regardless of whether the teacher feels comfortable with technology or not. In other words, despite teacher’s personal preference and technical savvy, technology may contribute to innovation and creativity in the classroom often encouraging and maximizing students’ active participation and motivation, and hence the effectiveness of the teaching process itself. 2. THEORETICAL BACKGROUND It is the teacher’s mission to motivate learners and develop their interest in expanding their lexical knowledge. Formal L2 vocabulary instruction should be based on a variety of teaching techniques and activities in order to cater for individual learning styles and to break the classroom