1). It gives learners confidence to try out whatever language they know, or think they know, in the relative privacy of a pair or small group, without fear of being wrong or of  being corrected in front of the class
2). It gives learners experience of spontaneous interaction, which involves composing what they want to say in real time, formulating phrases and units of meanings, while listening to what is being said
3). It gives learners a chance to benefit from noticing how others express similar meanings
4). It gives all learners chance to practice negotiating turns to speak, initiating as well as responding to questions, and reacting to other's contributions
5). It gives learners more chances to try out communicative strategies like checking understanding, paraphrasing to get round an unknown word, reformulating  other people's ideas, and supplying words and phrases for other speakers
6). It help learners gradually gain confidence as they find they can rely on co-operation with their fellow students to achieve the goals of the tasks mainly through use of the target language
Thus, it can be concluded that students are encouraged to communicate in English all the times regardless of the accuracy so the more they do the tasks, the more they are exposed to the language.
Introducing a teaching approach may not immediately fit in with the views of classroom learning. In the same way, introducing Task-Based Learning will not always be easy. The first time round, there would be some problems and challenges. This is sometimes not going to go as smoothly as would be hoped. It is therefore the responsibility of teachers to ensure that tasks match up well  with students motivationally and that classes become motivated by  and involved in the tasks they receive during Task-Based Learning Classes. Implementing a style of learning such as Task-Based Learning into classes will clearly come with some various of challenges and advantages. Teachers and students  have their own experiences of challenges as they  went  through  the activities of Task-Based Learning particularly in the teaching of English Morphology . In terms of the students' experiences, the challenges encountered as the following:
1). Task Difficulty
2). Students' difficulties due to their limited language mastery
3). Students' lack of motivation and Confidence
- All the tasks that  given to students have specified objective that must be achieved, often in a given time. In other words, the emphasis is on understanding  and conveying meanings in order to complete the tasks successfully. The tasks also should have an outcome. It is challenging to achieve the goal and the outcome of the task. Confusion over the purpose and the clarity of the tasks are  the predominant factors cause  tasks difficulty.
- Based on the research findings it was found that  the students felt difficulty to take part in a task particularly when they  participated a group work discussion. They found it very challenging and strenuous to continue the discussion. Furthermore, they might not understand what  the  tasks demands and might found it hard to make themselves understood  while taking part in the task. Ultimately the students might be demotivated to perform the tasks and  might even lose confidence in himself/herself.
-     Motivation is therefore likely to be seen as the key to all learning. Once students are motivated, they can complete the given tasks or desired goals ( Brophy in Le Ngoc Thanh 2012). One job of  a teacher is to select topics and tasks that will motivate learners engage their attention, present a suitable degree of intelectual and linguistic challenge and promote their language development as efficiently as possible (Willis, 1996).
- Â Â Â Â In terms of teachers' experience through their involvement on task-based learning the challenges encountered as follows:
- 1). Design  of task
- 2). The shift of teaching  style
- 3). Teachers' language proficiency
- The nature of tasks is another crucial aspect that should be accounted for. Tasks should be well-chosen in order for the activities to obtain a beneficial result. The teachers should be sensitive to the students' characteristics, needs and interest. Tasks should also be tailored to suit the students' needs, interests, and situations. Supporting this argument, Prabhu in Grifftfhs (2001), affirms that  tasks should be intelectually challenging enough to maintain students' interest, for that is what will sustain learners' efforts at tasks completion, focus them on meaning, and as part of that process, engage them in confronting the task's linguistic demands. However,  interview data from students showed that  the design of task is not varied, the activity in doing task monotonously in one way activity.
- Regarding to  the shift of teaching style , as we know that the traditional methods have dominated English language teaching for decades. Traditional approaches to language teaching gave priority to grammatical competence as the basis of language proficiency. The students  said that they were accustomed to the approach. They were presented with grammar rules and then give opportunities to practice using them.
- Another challenge for teachers is to improve their mastery of English to meet the demand of the use of the target language in teaching. According to Markee ( in Griffiths 2001) teachers are key players in any language teaching innovation and thus, they play a crucial role in its success or lack of it. In conducting task-based activities, there is no doubt that proper mastery of spoken English is required.
