This paper shows that usages of language should be measured at levels of expert, intermediate, and waystage even though learners give teachers a lot in outputs if they are not correct as grammatical structures and forms for meanings in contexts. Then, many instructions have been historically operated; however, there are few successful results in outputs after instructions from teachers who are trained as officials. This research frames the question differently from task-based language learning. However, the way will tackle a problem that teachers should fight in giving learners correct feedbacks directly.