Task-based instruction is not teacher-centered and it requires individual and group responsibility and commitment on the part of learners. If the learners are lacking in these qualities, task-based instruction may, indeed, be difficult to implement
Evaluation of task-based learning can be difficult. The nature of the task-based learning prevents it from being measurable by some of the more restricted and traditional tests
While Task-Based instruction may fruitfully develop learners’ authority of what is known, it is significantly less effective for the systematic teaching of new language. This is especially so where time is limited and out-of-class exposure is unavailable, such as in Turkey
In depends on the teachers’ creativity to use only the advantages of TBLL. The aim of the researcher’s qualification paper is to use these criteria in order to make tasks effective.
The researcher suggests, that except above-mentioned every teacher can make up any TBLL tasks for their learners by taking into consideration their level, age, cultural background. In order to create such tasks the teacher should pay attention to above-mentioned criteria.
The researcher concludes with the question why do we use a Task-based approach?
Tasks can be easily related to learners’ real-life language needs
They create contexts that facilitate second language acquisition