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need for educational policymakers and institutions to allocate resources for training,
infrastructure, and educational materials that support TBL [4].
Teacher Preparation. The success of TBL depends heavily on the teacher's
ability to design, manage, and assess tasks effectively. Teachers must possess strong
pedagogical skills to ensure that the tasks are appropriately aligned with the
students' proficiency levels and learning objectives. Furthermore, they need to be
able to facilitate group work, provide guidance, and offer constructive feedback.
Unfortunately, many teachers are not adequately trained in the principles of Task-
Based Learning, which can lead to ineffective implementation [5]. Professional
development programs and workshops are essential to equip teachers with the skills
and knowledge necessary to apply TBL effectively in the classroom.
Differences in Student Proficiency. Another challenge of TBL is that students
often have varying levels of language proficiency, which can affect their ability to
participate equally in tasks. Some students may struggle to contribute in group
settings or complete tasks efficiently due to language barriers. To mitigate this,
teachers can differentiate tasks based on students' abilities, providing support and
scaffolding for those who need it. Additionally, students can be paired or grouped
according to their proficiency levels to ensure that tasks remain challenging but
achievable for everyone.

CONCLUSION
Task Based Learning is an effective and innovative method for teaching English
as a second language. By emphasizing real-world tasks, it not only enhances
language acquisition but also develops cognitive, social, and problem-solving skills.
Although challenges such as resource limitations, teacher preparedness, and
student proficiency disparities exist, these obstacles can be overcome through
thoughtful planning and support. TBL offers a dynamic and engaging approach to
language learning that prepares students for the complexities of communication in
real-life contexts.

REFERENCES
1. Willis, J. (1996). A Framework for Task-Based Learning. Longman.
2. Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
3. Van den Branden, K. (2006). Task-Based Language Education: A Reader.
Cambridge University Press.
4. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University
Press.
5. Johnson, K. (2001). An Introduction to Foreign Language Learning and
Teaching. Longman.

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