Nowadays the range of technologies available for use in teaching and learning languages has become very diverse therefore the ways that they are being used in classrooms have become central to language practice. Innovative approaches to language development are often considered necessary in the digital age. Does however the investment we are making in new technologies give us proper value for money? Many researches have already pointed out that the new technologies do not have any intrinsic value and just their use does not guarantee success in mastering a language. In order to stimulate acquisition they have to be seamlessly integrated into process of learning. In our study we wanted to find out what approach to new technologies (their presence and role in classroom practice) take three groups of people involved in language learning/teaching process; namely, experienced teachers, future teachers and present pupils as older teachers are very often regarded as people who are “technology unfriendly”, pupils on the other hand are normally perceived as enthusiast of every innovation
