如果应用到教学环境中，电视提供了一些类似于回放音频录音的优势，但也提供了一些其他潜在的好处(Ibrahim, 2013)。首先，使用视觉线索来补充听力练习可能是有益的，并提供额外的方式来开发和学习语言材料(Ibrahim, 2013)。在录音中，只有一种方法可以让学生理解材料，而通过演员的肢体语言、文本或视觉图形，线索可以补充使用语言来帮助学习者(Richards & Rodgers, 2014)。然而，与音频技术相比，电视的使用可能更加困难，因为音频技术允许学生在听的时候记笔记，而电视通常需要学生更多的注意力(Richards & Rodgers, 2014)。这可能会削弱使用电视的影响，而且往往会证明学生更容易减少注意力，避免集中注意力。有些课程会暂停，以便学生做笔记，但这往往会影响课程的进度，需要预测学生可能需要多长时间。因此，电视的总体影响可能是最小的，因为它的使用可能是有限的;它不一定能通过音频技术实现任何可能无法实现的目标。在教学环境中，电视的使用可能相对较少，大约每周两到三次。
美国教育学论文代写:教学环境
Television offers some similar advantages to the playback of audio recording if applied to a teaching context, but offers some other potential benefits (Ibrahim, 2013). First, the use of visual cues to supplement the listening exercise may be beneficial and provide additional ways in which the language material may be developed and learnt (Ibrahim, 2013). In audio recording, only one method is available for the student to comprehend the material, whereas through the body language of the actors, text, or visual graphics, cues can complement the use of speech to help the learner (Richards & Rodgers, 2014). However, the use of television may prove more difficult when compared to audio technology because audio technology allows the students to take notes while listening, whereas television often demands a greater level of attention from the student (Richards & Rodgers, 2014). This can undermine the impact of the use of television, and it may often prove easier for students to reduce their attention and avoid paying attention. Some programmes used involve pauses in order to allow students to take notes, but this can often undermine the flow of the programme and there is a need to predict how long the students may need. The overall impact of television may thus be minimal, in that its use may be limited; it does not necessarily achieve anything that may not be achieved well through audio technology. In the teaching context, television may be used relatively sparingly, approximately two or three times per week.
