Language learning is a comprehensive concept with its components and needs. Because of this reason, it is affected by various subjects, most significant two of which are learner personality and language learning strategy choices of the students. By taking into consideration the importance of these factors in language education, the main aim of this study is to find out the relationship of students' personality types and their language learning strategy choices by also taking into account their language levels to provide information for syllabus designers and language teachers. In order to do this, a survey design method was supported with Myers and Briggs Personality Test and Oxford's SILL (Strategy Inventory for Language Learning), and 68 randomly selected students participated in this study. After analyzing the data with SPSS 23.0, it was found out that there is no significant statistical relationship between strategy choices and personality types. On the other hand, participants of this study showed different characteristics (most of them have ESTJ (extravert, sensing, thinking, judging) and they also desired to use different learning strategies, most used of which are compensation, memory, and social strategies. The study is crucial as it revealed that students could have different characteristics and learning strategies and these differences should be taken into consideration while planning a language course.

Literary works are conventional materials used in reading lessons because of their accessibility and ease of use. Regarding that situation, the purpose of this study is to gather the prep class students' perceptions about literary works as course materials and examine the data by taking into consideration the national identity and class distinction. In this case study, Jane Austen's two novels Pride and Prejudice and Sense and Sensibility are discussed in reading lessons in prep classes. At the end of this process, 36 students are asked to complete an unstructured form to express their thoughts on these books. As the results show, half of the students state that choosing literary sources make them aware of author's intentions, and the contextual factors such as the political, social, and historical background of the text. Students generally read novels, but they do not give importance to reading these novels in English or reading literary sources which will be a preliminary preparation for their department.

Whether it is formative or summative, an assessment which is explained in Oxford Advanced Learner's Dictionary (2015) as "an opinion or judgement about sb/sth that has been thought about" (p.75) plays a significant role in completing the language education process because of its ability to provide feedback. Choosing the right assessment method is crucial for language teachers since most classical assignments create anxiety and make the process problematic for the students. Whether the classical assignments evaluate the students' knowledge, or they understand that their grammar level for a definite time is another discrepancy to clarify. By taking into consideration those, this qualitative study focuses on the problems of classical exams and tries to reveal how beneficial and desirable can a difficult homework be as a formal assessment method. An unstructured interview form was used to collect data from 40 prep-class students who were selected using a convenience sampling method to understand their perceptions about homework as a formal assessment method. Results showed that although 32 of those students had difficulties while preparing the homework, most of them liked the process as well and think that this kind of homework is more beneficial than classical exams. Moreover, more than half of the participants' desire to have such homework instead of classical exams despite homework's difficulties, and they also express that this homework increased their language knowledge.

Material choice is an important factor in language learning and including technological tools in these material set has positive effects on learners' success because many students do not buy book but use smart phones for reading PDF or other materials. Students tendency of using smart phones also helps them in enjoying the process of using whiteboard software which is one of the favorable classroom material. Because, teenagers in the 21 st century like using technological tools and including them in the learning practices increases the success and classroom atmosphere by getting students' attention. Technological tools in the learning atmosphere help students in acquiring the required knowledge in an easier way. Understanding the students' tendency to use smartphones and technological tools in addition to their positive effects on the learning process, this quantitative survey design study aims to find the participants' ideas about using the student version of whiteboard software in the classrooms with the help of their mobile phones if it is possible, and benefits of selling that software through Google or Apple markets by using 278 participants. The study supports the positive effects of technological tools on language education process.