根據Skehan（1996），任務型學習comprehends carelessly如果實現了一些風險。任務型學習requires高水平的創造力在黨的老師。例如，如果兩個娛樂有限公司是教師的傳統角色有或沒有時間和資源的兩個裝置的任務型學習的教學型大學，也許這是難的。評價任務型學習可能是難的。《自然》雜志的任務型學習，防止它從測度城市有一些限制和在更傳統的測試（krahne 1987）.the建議使用科技優勢的重要任務型語言學習這一角色在劇目tbll陽性。教堂（2001年），gonzolez - lloret（2003）說，“已經到來，信息技術學院質量改進的許多科學學科，包括教育和學習一些語言通科技已成為一個現實生活中的（p.84）。科技已經enormous效應在任務型語言教學，英語作為一種資源和作為一個均值的非英語專業學生之間的通信。在加法，tbll提供基本的技術支持學習者獲得兩個通信專業的英語語言技能。各有其特異的技術工具和應用與效益的四黨的重要語言。這是口語、聽力、閱讀和寫作。這是說，巴拉鴨綠（2003）表明，學生想學習英語作為第二語言的語言需要額外的支持。他們需要在語言規范語言的聽力，閱讀，寫作和口語語言，所以語言作為兩個發展他們的經驗和技能。
<标题> According to Skehan (1996), task-based learning comprehends some risks if fulfilled carelessly. Task-based learning requires a high level of creativity on the part of the teacher. For instance, If the teachers are limited to more traditional roles or do not have time and resources to device task-based learning this type of teaching maybe difficult. Evaluation of task-based learning can be difficult. ‘The nature of task-based learning prevents it from being measurable by some of the more restricted and traditional tests (Krahne 1987).The use of technology suggestions important advantages for task-based language learning and it plays a positive role in TBLL. Chapelle (2001), Gonzolez-Lloret (2003) said that ‘The arrival of information technology has improved the quality of many scientific disciplines, including some language education and learning through technology has become a real life’ (p.84). Technology has enormous effect in task-based language learning, as a resource for EFL and as a means for communication between the EFL students. In addition, TBLL provides the basic technology for supporting learners to obtain major communication skills in the English language. Each technological tool has its specific benefits and application with important of four language parts. These are speaking, listening, reading and writing. That is to say, Ybarra and Green (2003) indicate that students trying to learn English as a second language need additional language support. They need to practice in hearing language, reading language, speaking language, and writing language so as to develop their experience and skills.