The ability to pronounce English vowels accurately is fundamental to effective oral communication, especially for foundation students transitioning into higher education in South Africa. These students often come from multilingual backgrounds, where indigenous languages with simpler vowel systems influence their English pronunciation, leading to frequent vowel sound errors. This study investigates the nature and causes of vowel pronunciation challenges experienced by foundation students at a South African university. Through analysis of recorded oral samples, common mispronunciations were identified and linked to first language interference and limited phonetic exposure. The findings reveal that many students substitute unfamiliar English vowels with similar sounds from their native languages, affecting intelligibility and academic performance. The study also highlights gaps in current language instruction, which tends to prioritize reading and writing over oral proficiency. Based on these insights, the research advocates for targeted pronunciation teaching strategies integrated into foundation programmes to enhance students’ communicative competence and academic success.
Ndishunwani Vincent Demana (Sun,) studied this question.