Comparing the efficiency of vowel production training in immersion and non-immersion settings for Arabic learners of English

Previous research in second language (L2) learning has shown that learners benefit greatly from focused training in their L2 (e.g., [5, 9]). The current study investigated whether or not the results of production training might differ according to learning environment, specifically whether or not learners in a non-immersion setting who have fewer opportunities to interact with native speakers might benefit differently from learners in an immersion setting. Two groups of Arabic learners of English, one in London, and one in Saudi Arabia completed 5 sessions of vowel production training. A battery of preand post-tests tested for potential improvements in speech production and perception. Results indicated that learning environment affected learning outcomes; learners in the non-immersion environment improved in both perception and production, while learners in an immersion setting improved predominantly in production.