@article{2015,title={VIEWS OF DIGITAL NATIVES IN A LANGUAGE CLASSROOM: ARE TECHNOLOGICAL GADGETS AN ASSISTANCE OR OBSTRUCTION?},abstractNode={Technology pervades every aspect of our life today from everyday practices to different learning contexts. Inclusion of technology and technological tools in language education is a well-accepted phenomenon by language practitioners nowadays (Bozdoğan & Özen, 2014: Berk, 2009; Koehler & Mishra, 2005; El Semary, 2002; Christensen, 2002). Technology is evolving the experience of learning and reshaping the language experience in the classroom both for learners and educators. Language practitioners accept that right technological tools used in appropriate contexts could engage learners through the stimuli of the several senses and increase the learning output for learners. This paper draws on an empirical study carried out in the school of foreign languages in a university in Northern Cyprus (University of Mediterranean Karpasia, Nicosia) in April of 2013. The study inquires the view of learners in a mixed proficiency level learning context about technology use in language classes. There h},author={Özlem ZABİTGİL GÜLSEREN},year={2015},journal={The Journal of Academic Social Science}}