Research regarding teaching expectancy has been mostly conducted in research laboratories with college students. These studies provide insufficient evidence regarding its effect on learners’ delayed comprehension. Moreover, the relative superiority of teaching a peer face to face compared to teaching an imagined peer lacks empirical support.

中文翻译：

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教学对理解、动机和感知困难的好处：教学期望和教学互动性的经验证据

关于教学预期的研究主要是在与大学生的研究实验室中进行的。这些研究提供的证据不足以证明其对学习者延迟理解的影响。此外，与教授想象中的同伴相比，面对面教授同伴的相对优势缺乏实证支持。