The British Council 'English for Universities' project launched in 2013 in Ukraine initiated the process of reconsideration of English for Specific Purposes standards in Ukrainian universities. Intrinsic motivation of the students was recognised as one of the most important factors for achieving success in English for Specific Purposes acquisition. The increasing of motivation of the first and second year students majoring in Economics through educational games and gamification while acquiring English for Specific Purposes is considered in the article. The advantages and disadvantages of different types of games in English for Specific Purposes context are analysed. Moreover, the ways of adjusting the General English educational games to English for Specific Purposes classroom are demonstrated. Furthermore, the results of the experiment that was undertaken in September 2015 and finished in January 2017 are described in the article. Two groups of students of the faculty of Economics who initially had the same level of English were involved in the experiment, where one group was acquiring English for Specific Purposes through games and tech tools, and the other one, the control group, was taught in traditional way. The timescale was determined by the curriculum, according to which the students are learning English for Specific Purposes for a year and a half, that gave an opportunity to measure the final results of both groups. According to the final results the first group has got 42% of 'excellent', 33% of 'good' and 25% of 'satisfactory' marks, and the control group has got 17%, 50% and 33% correspondingly. Moreover, the survey has shown that the students from the first group were more motivated and spent less efforts for exam preparation than the students from the cotrol group. The data of the research can be applied in English for Specific Purposes classrooms for achieving better results.
