English for Specific Purposes World, ISSN 1682-3257, www.esp-world.info, Issue No.54, v.19, 2017 Exploring factors affecting active recall of technical terminology Elżbieta Lesiak-Bielawska 1 Exploring factors affecting active recall of technical terminology Elżbieta Lesiak-Bielawska Fryderyk Chopin University of Music elzbieta0606.lb@gmail.com Abstract Computer-based language instruction has been extensively researched in EAP and a series of studies have investigated the impact of technologies on the acquisition of discipline-specific vocabulary. Most of them are product-oriented. This study adopts both the product and process perspective on the issue and explores differences in active recall of technical terminology between two student groups learning in different blended learning modes – the computer lead mode and face-to-face mode. The differences explored not only relate to the students’ post- test score means but also the scores obtained by them on the Foreign Language Aptitude Test. The results obtained suggest that recall of technical vocabulary was more difficult for the group acquiring discipline-specific terminology in the computer lead mode. They also indicate that some learner variables related to foreign language aptitude had an impact on the students’ post-test scores. Key words: technical terminology, vocabulary recall, blended learning, different study conditions, foreign language aptitude 1.Introduction Research into factors influencing success in second/foreign language (S/FL) learning goes back to the 1960s and first focused on “big two” individual difference (ID) variables – language aptitude and motivation (Ellis, 2004: 536). Researchers who view language aptitude as a major determinant of successful language learning emphasize its relative autonomy in relation to other ID factors affecting S/FL learning achievements, such as motivation, attitude, anxiety or learning styles (Carroll, 1981; Skehan, 1989). Others point to the fact that successful language learning is also affected by a series of non ID factors, such as sex, age, family background, learners’ first language (L1) or teaching methods (Oxford, 1999). This paper reports research findings related to selected factors affecting vocabulary recall in English for Specific Academic Purposes (ESAP). The objective of the study conducted in an academic setting was to explore the impact of two different blended learning modes on ESAP