Many of the media in current use for language teaching are still in a state of infancy, and teachers need to avoid falling into restricted views of what potentials exist. Broadcast media are a case in point, where a good deal of renovation is needed and is possible, in, for example, the use of soap operas for teaching English to adults. The video medium is being expanded by tape exchange programs. Computer-assisted instruction is another medium being severely restricted by its stereotype, yet in some programs it allows students extreme flexibility in self-pacing of materials. Both positive and negative stereotypes of computer-assisted instruction exist. Similarities exist between the tutorial function of computer-assisted programs and that of audiotape programs. This indicates that costing and scale of programs need closer coordination with instructional goals in order to avoid Big System euphoria. Although motivational drawbacks have been shown in the individualized use of media, better sectioning of classes may alleviate this. The advantages of increasing the available time, depth, and scope of learning for the students' mastery of material seem to justify the inclusion of self-study modules in language teaching media. (Author)