The language education process is sometimes approached from the perspective that learning should be fun and easy. Undeniably, these two factors substantially contribute to the increase of learners’ motivation. Yet, they are not necessarily part of the deep learning processes, which are necessary when a language is taught as a foreign language. The article analyzes the possibility of the use of STEM activities in an English language classroom within the communicative approach to foreign language education. It is based on the observations made during the lessons where learners were encouraged to do STEM activities. Similarly, the observations made at various formal and informal meetings with language teachers were considered here. The findings seem to indicate that STEM activities done at the lesson of English would little contribute to the development of communicative skills in English. Thus, the primary goal of language education would not be realized. However, such activities could be done as extracurricular activities, where the focus is not on the development of language skills.