音频回放为语言学习提供了一种有效的技术手段。这样做的好处包括学习者可以听到老师以外的人说的语言(Najjari et al.， 2012)。考虑到语言学习时，教师会尽可能清晰地勾勒出单词的轮廓，能够听录音可以让听者在其他语境中建立起语言的使用，而在其他语境中，建立语言的清晰性的尝试较少(Ibrahim, 2013)。录音的使用可以根据语言的难度和口语单词的复杂性和速度进行分级(Richards & Rodgers, 2014)。它可以提供在日常生活中使用语言的例子，例如在商店购物时回放讨论记录。录音因此可以有效地使用，通过提供问卷或使用它来激发讨论，听者可能有效地参与到听力任务中，而不是简单地听陈述(Richards & Rodgers, 2014)。这使得理解的发展成为听力方法的一部分。因此，教师可以通过提供语言如何被说的明确指示来补充教学。
Audio playback offers an effective use of technology in the language-learning context. The benefits of this include the fact that learners may hear the language spoken by other voices than the teacher (Najjari et al., 2012). Given that when languages are learnt, the teacher will attempt to outline the words as clearly as possible, being able to listen to audio recordings allow the listener to establish the use of language in other contexts where less attempt is being made to establish clarity (Ibrahim, 2013). The use of audio recordings may be used in a gradated approach according to the difficulty of language and the complexity and speed of the spoken word (Richards & Rodgers, 2014). It may provide the examples of language use in everyday situations, such as playing back transcripts of discussions when making purchases in shops. Audio recordings can thus be used effectively and by providing a questionnaire or using it to provoke discussion, the listener may be effectively engaged with the listening task, rather than simply listening to the presentation (Richards & Rodgers, 2014). This allows the development of comprehension to form a part of the listening approach. The teacher may thus use it to supplement teaching by providing clear indications of how the language is spoken.