In this thesis, the connection between technology and digital games, and foreign language learning will be explored. The thesis is divided into two parts: the theoretical part and research. The first part of the thesis describes the use of technology as a tool for language learning from the mid-twentieth century until today. Language learning with technology has its advantages, but also limitations and boundaries which are not necessarily a negative factor because they make teachers be more creative and critical towards the use of technology in classroom. Still, teachers should be up to date with modern technology, which can be achieved through proper teacher education. The most important characteristics that a game has to have in order for its implementation into foreign language teaching to make sense are that it is truly a game, and it is linguistically rich so that the desirable outcomes can be met. Different genres of games differ in the ways in which they can facilitate language acquisition. There are games that were made specifically to teach the player a certain knowledge or skill, and there are games that were made to entertain. Both types of digital games achieve and preserve motivation by balancing challenges and rewards. However, there are some differences between genders in terms of digital game preference. The second part of the thesis presents the results of the research. The participants were fifty-five 7th grade students, and two of their English teachers. The aim of the research establish correlation between playing digital games and knowledge of English, and the hypothesis was that there is a positive correlation between playing digital games and students’ knowledge of vocabulary, particularly terminology and acronyms.