Technology for L1 Kichwa/L2 Spanish Speakers' Vowel Sound Production of English as Their L3

The current research shows the results of a study developed in an indigenous area of highlands Ecuador. The investigation tried to determine the influence of Kichwa, as a mother tongue (L1) and Spanish as a second language (L2) over the pronunciation of vowel sounds in English as a third language (L3). Twenty-six students participated in this study. The participants were homogeneous in terms of age, (17-18 years old); level of instruction in English, (elementary level according to CEFR); but hey were heterogeneous in terms of gender (11 males and 15 females). Participants showed difficulty in the pronunciation of English vowel sounds, since their L3 is linguistically different from their L1 and L2, in terms of pronunciation. The limited number of vowel sounds, both in the students' L1 and L2 impedes accurate production of vowel sounds in their L3. Furthermore, the lack of formal instruction in the English phonological aspects has created confusion in the students when pronouncing some vowel sounds. To measure the students' pronunciation, a reading paragraph was designed for them to read. A survey was also conducted to find out the reasons why students have pronunciation problems. The findings indicate that both, L1 and L2, influence the pronunciation of the L3. Similarly, these results have proved that the English vowel sounds, which are distant from the mode and point of articulation of the students previously acquired languages are the ones which cause more difficulty when they are pronounced. Furthermore, survey results show that there is not enough pronunciation instruction in the participants' English as a Foreign Language (EFL) classroom. The implementation of technological materials with an oral-based approach through formal instruction is required to overcome the student's pronunciation difficulties.