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1. To what extent did the implementation of digitalization influence training translation skill of HUB the students in the classes with support of tech tools compared to those in traditional instruction?

2. What are the HUB student’s attitudes towards the effectiveness of implementing technology in training business translation?

3. What aspects of implementing tech tools were effective (or ineffective) in improving (or impairing) the students’ translation skills?

4. What challenges did HUB students face during the implementation of the tech tools for training business translation?

5. What actions should teachers take to help HUB’s students enhance their translation ability with the support of technology?

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The purpose of this study, which used the Tiktok platform to improve the quality of educational instruction and students' grammatical skills, was to address four answers to the following research questions:

1. To what extent did the student-made videos (Tiktok) for the grammar classroom model influence the final exam results of the students in the class with the support of Tiktok compared to those in the control class (using traditional instruction)?

2. What were the perceptions of HUB students towards the effectiveness of the student-made videos (Tiktok) classroom model in the grammar class?

3. What elements of the student-made videos (Tiktok) classroom model were effective (or ineffective) in improving (or impairing) the students’ grammar learning?

4. What actions should be taken to improve the ability of teachers and students at HUB to transmit and learn grammar knowledge by using TikTok?

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1. What specific technology tools do you usually use to practice your English Reading skills?

2. To what extent did these tools influence HUB students’ ability to read and comprehend English?

3. What were the perceptions of HUB students towards the effectiveness of these technology tools in English Reading class?

4. What elements of these technology tool were effective (or ineffective) in improving (or impairing) English Reading skills?

5. What actions should be taken by instructors to facilitate HUB students' improvement in English Reading abilities through the use of technology tools?

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1. To what extent did tech tools influence the final exam results of HUB students in empirical study compared to those in the traditional class (using traditional instruction)?

2. What were the perceptions of HUB students towards the effectiveness of using tech tools in training academic writing skills?

3. What elements of tech tools were effective (or ineffective) in improving (or impairing) the HUB students’ academic writing skills?

4. What were the challenges faced by HUB students during the implementation of using tech tools in training academic writing?

5. What actions should be taken by HUB students to enhance academic writing skills with the support of technology?

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1.     To what extent did the Student- Made video influence the final exam results of HUB students  with the support of tiktok  compared to those in the control class ?

2.     What were the perceptions of HUB students towards the effectiveness of tIktok in learning ESL?

3.     What elements of tiktok were effective (or ineffective) in improving (or impairing) the students’ ability to learn ESL?
4.     What are difficulties that HUB students face in the process of studying ESL ?

5.     What actions should be taken by teachers to help HUB students learn ESL better under the influences of tiktok?

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In order to enhance the effectiveness of training speaking skills to students at HUB, the following research issues were addressed in this study as follow:
1. To what extent did TikTok influence the final exam results of the students in the empirical class compared to those in other platforms

2. What aspects of Student-made Videos (Tiktok) were effective (ineffective) in enhancing the student’s Training of Academic  Speaking at HUB

3. What were the perceptions of HUB students towards the usefulness of Tiktok for academic speaking?

4. What action should be paid to help  HUB students learn better speaking skills under the support of teachers?

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1. To what extent did the Students-made videos on TikTok influence the final exam results of the students in their Academic Writing classes compared to those in the control class (using traditional instruction) at HUB?

2. What were the perceptions of HUB students towards the effectiveness of the Students-made videos on TikTok in Academic Writing class?

3. What elements of the Student-made videos on TikTok were effective ( or ineffective) in improving the Training of Academic Writing at HUB?

4. What were the challenges faced by HUB students during the implementation of the Students- made videos on TikTok for Academic Writing class?

5.  What actions should be taken by lecturers to help students improve the Academic Writing process with the assistance of Students-made videos on TikTok?

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1.To what extent is Tiktok's influence in spreading knowledge and skills to students

at HUB?

2.How does learning English speaking skills through Tiktok affect the result of speaking skills in the final exam of students at HUB?

3. What elements of learning and teaching on the Tiktok platform at HUB were effective and ineffective in improving students’ final score or weakening students’ final score in speaking?

4. What should teachers do to help students improve their final speaking score thanks to the Tiktok platform?

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1.     To what extent did Tiktok influence the result of IELTS’s score of the ESP learners compared to those in the control class (using traditional instruction) at HUB?

2.     What were the perceptions of HUB students towards the effectiveness of Tiktok in their ESP classes?

3.     What elements of Tiktok were effective (or ineffective) in improving (or impairing) ESP learning at HUB?

4.     What actions should be taken by teachers to help HUB’s improve their ESP learning with the support of technology?