Although much research has been done in this field, there are several research gaps that have yet to be explored. For instance, studies have yet to quantify how much the L1 influences L2 speech perception and production, and if typological distance between the L1 and L2 affects the ease of acquiring L2 speech perception and production (or, if it hinders such acquisition in reality).

Future research can also probe into the minimal proficiency required to benefit from L2 speech perception and production training, which can determine if there should be a minimum proficiency where one starts undergoing speech production training, for learners to use their prior knowledge of words in the second language to help them in producing sounds. Alternatively, research could conclude that learning the pronunciation and meaning of words simultaneously is more effective, which would mean that there is no minimum proficiency required for training L2 speech production. Additionally, in communicative learning environments, teachers have to decide the balance between encouraging L2 learners to communicate meaning fluently and to develop an accurate pronunciation of L2 sounds.

Furthermore, studies have only made preliminary advancements in using technology to enhance second language speech perception and production training. Although Automatic Speech Recognition has failed to be an effective training method for L2 phonological perception and production, there is still hope for computer-mediated training of L2 speech perception and production with HVPT. Thus, it should be incorporated into Computer Assisted Pronunciation Teaching (CAPT), and researchers could test how effective HVPT is in CAPT applications so that second language teachers can perhaps incorporate this into their curriculum.

A longitudinal study on the effects of  long-term L2 speech perception and production training can also be conducted. Presently, most literature found on training L2 speech production and perception only involves very short-term training, from a few hours a day over five days to at most a month. While this shortcoming is understandable due to resource and time constraints, training should take place over a minimum of six months, which is also the same amount of time most people would take to reach a sufficient proficiency to communicate basic information in the second language. In this way, studies can see if these training methods are truly effective over the course of an actual second language course, so that they can be incorporated into second language teaching.