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A proficient pronunciation in an L2 can not only improve communication success, but also enhance learners' confidence and proficiency perception. However, L2 phonemes very different from L1 ones are usually challenging. For Spanish /r/, difficult sometimes also for native speakers, speech pathologists have developed intervention techniques potentially applicable to L2 Spanish. This study looked at the effect of transferring these techniques into three groups: beginning, advanced, and study abroad immersion learners. Learners' /r/ pronunciations in three different phonic contexts were recorded before, immediately after, and a few weeks after an adapted speech therapy treatment. For each recording, the number of vibrations and milliseconds per vibration (fluency) were recorded. Repeated measures ANOVA indicate that the effect was significant in all groups and remained stable for number of vibrations but was significant only in the immersion group for fluency. Differences according to r position were also found.
