Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners' learning styles and multiple intelligences since they can carefully identify their goals and design activities that can teach to the different intelligences, and design student-centered activities. This study aims to reveal secondary school students' multiple intelligences and learning styles. It also aims to describe gender differences and the relationship between learning styles and multiple intelligences of the students. The research study employed a quantitative research design and the data were collected from the students of a state school in the winter term of 2015-2016 Education Year. The data were gathered by means of the two instruments: The Perceptual Learning-Style Preference Questionnaire (PLSPQ), and the Multiple Intelligence Inventory. It was observed that the students had almost all these types of learning styles but mostly they were found to be tactile and auditory learners. The three intelligence groups: Naturalistic, Visual and Kinesthetic intelligences types received the highest score. The analyses also indicated that there was a significant difference between males and females. It was seen that most of the intelligence types and learning styles had a moderate positive correlation.

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Educational technology is benefitted in diverse areas of education and mobile learning tools are one of the components of educational technology. Therefore, using technology in accordance with content and pedagogy has become more important. It is also important for teachers to know how to integrate technology into the learning and teaching process using appropriate methods and techniques. The aim of this study is to understand how students perceive technological pedagogical content knowledge (TPACK) of teachers and adaptation of mobile learning tools by students. This research was designed as a quantitative study and survey methodology was used to collect data from 352 high school students during the spring term in 2018. Participants were identified using convenience sampling method and only one state school with all students was included in the study. Two scales were used to collect the data: TPACK scale developed by Tseng (314-315) and Mobile Learning Tools Acceptance Scale (MLTAS) developed by Özer and Kılıç (586). The results showed that high school students perceived the TPACK of EFL teachers positively with all subcategories. They were also found to have positive perceptions of mobile learning tools. The study concluded that the more knowledge students perceived, the more they accept mobile learning tools.

There has been a concern as to what motivates people to learn a foreign language among researchers. Another concern in EFL context is that students may not benefit from learning opportunities due to low self-efficacy and low motivation to learn a foreign language. The main goal of this study is to explore the motivational orientations of high school students. Research Methods: In the study, a quantitative research design was employed during the data collection and the analysis phases. Findings The data analysis indicated that the participants were moderately motivated to learn English as a foreign language (M=92.62). In addition, a meaningful difference between participants' instrumental and

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