This article discusses universal advantages and disadvantages of various audio systems which may be used for language learning. In order to encourage teachers and administrators to experiment with simpler systems than the conventional language laboratory, a list of several low-cost alternatives is given. The list gives the producer's name, a description of the equipment and the price in British pounds. Two sets of criteria are suggested for evaluating the utility and effectiveness of any audiovisual media within a given teaching situation: (1) operational criteria - including initial cost, cost of maintenance, and availability of software and of qualified personnel: and (2) pedagogic criteria - e.g., the validity of claims for a-a student responding; the effectiveness of monitoring large groups; the case for individual a-c recording; and the emphasis on isolated individual practice of the systematic, paradigmatic aspects of language and neglect of its situational, communicative context and functions. (TL)