This study aims to investigate the usability of a newly developed technology--the Digital Kitchen--as compared to a normal everyday kitchen to teach English vocabulary. This interactive kitchen which was first developed to help people with dementia is equipped with sensors and different wireless communication technologies which allows it to give step-by-step cooking instructions and verbal feedbacks to the users. In this study, the task-based learning teaching (TBLT) approach was brought into the real world instead of the artificial real-world activities carried out in classrooms. Altogether, 54 intermediate level English learners took part in this study. They were divided into experimental and control group with one group using the Digital Kitchen and the other group in a normal kitchen setting. Working in pairs, they cooked "Apple Crumble" (a traditional English recipe). After cooking, an immediate post-test was administered to find out whether vocabulary learning had taken place in the one hour cooking session. Feedback from the participants was also documented using open ended questionnaires. Additionally, a delayed post-test was carried out 10 days after the experiment to check whether the words learnt were retained. We will discuss the quantitative findings of this study to determine the impact of the technology on vocabulary learning. [The French Digital Kitchen project was funded by the Digital Economy Programme. The Digital Economy Programme is a Research Councils UK cross council initiative led by EPSRC and contributed to by AHRC, ESRC, and MRC. For the complete volume, see ED574893.]