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e well. 

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Conclusion 

Chapter  Five  is  the  answer  to  the  research  questions,  to  be  precise,  the  main  problems  during  the process of the experiment and their possible causes; the possible methods to deal with the problems. Although it has been proved that TBLT can bring a lot of benefits to students in the writing class, such as  it  can  effectively  improve  students’  interest  in  English,  especially  in  the  pre-task  and  post-task  stage; students’  comprehensive  language  competence  is  also  greatly  developed;  most  of  the  students  have acquired the basic writing kills required in ECS etc. However, it is not totally problem-free. Based on the classroom  observation  and  interview  conducted  in  the  middle  of  the  experiment,  the  problems  of  TBLT detested in the research mainly exist in the following aspects: Firstly,  due  to  the  lack  of  autonomous  learning  awareness,  students  showed  weak  ability  to  adapt  to the task-based classroom. For a long time, students were accustomed to the teacher-centered classroom and were always waiting for the teacher’ instilment of the well-prepared knowledge. As soon as the author gave the say to them, the majority of them would feel at a loss. For example, when the author asked students to discuss  questions,  some  of  them  often  skipped  the  process  of  self-reflection  and  asked  the  author  to  tell them the answer directly.  Secondly, the process of peer review was just a formality for some students. They still waited for the author’s feedback, showing little trust to their peers’ review.  
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The reference (omitted)
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