/l/ and /r/ Pronunciation of English Major Students

1. Chanon Bunsrisuwan 5611150314

2. Daravat Ghoshachandra 5611150047
3. Sornram Kitpothiyan 5611150969
4. Thossapon Pothiphoksumphun 5611150501

We confirm that the work submitted is our own and that appropriate credit has been given where
reference has been made to the work of others.

Submitted in accordance with the requirements for

01355433 Introduction to Research Writing

Department of Foreign Languages, Faculty of Humanities

Kasetsart University (Bangkhen Campus)

15 May 2017

This copy has been supplied on the understanding that it is copyright material and that no quotation
from the work may be published without proper acknowledgement.
© <2017> Kasetsart University and < Chanon Bunsrisuwan, Daravat Ghoshachandra,
Sornram Kitpothiyan, Thossapon Pothiphoksumphun>
 2

(2527 words)
Abstract
Although most students in Thai universities have already learnt English since they were young,
mispronunciation, one of biggest problems affecting Thais’ English speaking, is still show. Our study
focuses on outcomes of /l/ and /r/ sounds production test from 30 Kasetsart University students who are
freshmen, sophomore, junior and senior years of English major to prove the grade criteria did not reflect
their ability of pronouncing /l/ and /r/ sounds. Methods were a production test and questionnaire with
closed and open-ended answers. The results revealed that all students passed the production test with
91.33% of /l/ sound and 70.99% of /r/ sound respectively on a word level. Meanwhile, mean scores of /l/
sound is 76.66% which is equal to /r/ sound on a sentence level. Moreover, results also reflected that
grade criteria of English subjects did not have an effect toward their pronunciation, and the background
knowledge was the key factor leading to the problem in the pronouncing test. Moreover, this study
contributes to teachers to select appropriate teaching materials for learners due to learner’s different
perception and ability and also link pronunciation teaching with other courses. These will help learners
learn better and faster than practicing pronunciation by themselves. (200 words)

Keywords: English pronunciation, Kasetsart University students, incorrect pronunciation, liquid sounds

1. Introduction
1.1 Background
The role of English in Thailand is important because worldwide multinational companies such
as Toyota or General Motors settle down their manufacturing bases in the prominent industrial estates
which scatter in all parts of Thailand. Hence, this leads English to be used as a lingua franca, and it is
very crucial to communicate in English fluently. Therefore, it is good to know how to pronounce words
in the right way.
However, a number of studies (e.g. Wiriyachitra, 2001; Pongsiriwet, 2002) informed that Thai
learner’s skills – listening, speaking, reading, and writing in English language were far from satisfactory.
The results of these studies were repeatedly insisted by Bolton’s (2008) study which showed that Thai
learner’s English performance was limited, compared to other ASEAN country members.
As far as we know, approximately 600 consonants and 200 vowels exist in the world’s languages
(Ladefoged, 2005). Each language contains consonants and vowels in its sound system. For example,
English has 24 consonants and 13 vowels (Tsujimura, 1996) while Thai has 44 consonants and 21
 3

vowels. Concerning difficulties in pronunciation of sounds which are nonexistent in Thai language, Thai
learners have a tendency to produce words of English language with sounds that can be heard in the
phonetic surface of Thai language ( Fledge & Hillenbrand, 1987) . In other words, problems in
pronunciation will arise when Thai learners need to produce and discriminate sounds which do not occur
in their L1 phonological system. In this respect, the sounds of English such as /tʃ/, /ʃ/, /θ/, /ð/ are
expected to be problematic for Thai learners. Thus, not only Thais tend to have difficulty in distinguishing
these English sounds, but also have problems with those sounds which exist but are distributed and
articulated differently in Thai language (Singhapreecha, 1990); for example, /l/ and /r/ sounds used
interchangeably in Thai tend to be transferred in pronouncing /l/ and /r/ in English with great challenges
(Kanokpermpoon, n.d.). According to Manoyen (2011), the majority of Thais tend to realize that /l/ and
/r/ sounds are hard to articulate due to their manners of articulation and distribution. As the result, if we
cannot separate the /l/ and /r/ sounds, it will lead misunderstanding to audiences. For instance, “Jane’s
answer was wrong.” and “Jane’s answer was long.” The meanings from both sentences are different
because of mispronouncing (Jotikasthira, 1999).
Hence, as Na- ngam ( 2005) highlighted, misspelling is not found only in lower levels of
proficiency in English such as students who are non-majoring but also in higher ones. Therefore, this
study aimed to examine pronunciation competence of English major students by using the production
test.
This study will be beneficial for the instructors and students in pronunciation teaching and
learning. Listening intelligible words’ pronunciation may help learners understand word pronunciation
from English speakers who are not native speakers easier than ambiguous one. When we listen to other’s
speech, we expect the pronunciation of the same words or sentences which are similar to our
background knowledge. Moreover, this research will provide recommendations on English
pronunciation teaching.

1.2 Objective of the Study

- To show that the grade criteria of Sound System (01355382) and English Language Systems
(01355381) did not reflect the participants’ ability of pronouncing /l/ and /r/ sounds.

1.3 Research Questions

- Do Sound System (01355382) and English Language Systems (01355381) help participants
who are junior and senior of English major pass our production test?
 4

2. Literature Review
This part presents the literature related to 1) definitions 2) related previous studies.

2.1 Definitions
1. Students refer to the students in the special program who are freshmen, sophomore, junior and senior
year from English major at Kasetsart University in the academic year of 2016
2. Variants of /l/ refer to any similar sounds pronounced by the students as substituting sounds for /l/
3. Variants of /r/ refer to any similar sounds pronounced by the students as substituting sounds for /r/

2.2 Related studies

Tanthanis (2011) stated that although most students in Thai universities have already learnt
English since they were young, mispronunciation, one of biggest problems affecting Thais’ English
speaking, is still shown. This statement reaffirms Children’s day speech said by Pongthep Thepkanjana,
Deputy Minister of Education (2013), that Thai students’ proficiency in English speaking still does not
meet the requirement of companies. Because in the past, all schools in Thailand started teaching English
fundamental courses for Thai-native learners with reading and writing. Thus, Thai learners could not
speak or interact with foreigners well.
According to Avery and Ehrlich ( 1987 cited in Khamkhien, 2010) , language learners have
different ways to speak the target language. From this statement, Manoyen ( 2011) studied the
production of /l/ and /r/ sounds of Thai learners of English, the possible variants and differences of /l/
and /r/ in the initial, medial and final positions.The results revealed that there were many variants of /l/
and /r/ sounds, and Thai learners had difficulty in producing both /l/ and /r/ sounds. Besides, the findings
also show that the ability of Thai learners to produce /r/ and /l/ in word-initial, medial, and final position
were different. Moreover, Thai learners had more difficulty in producing /r/ more than /l/ in all word
positions. In addition, Fonthip and Panisa ( 2013) stated that a few English language learners can
pronounce like the native speakers. This problem is from the differences between their mother language
and the English language. For Thai people, they have the problems with the English pronunciation
because of the differences between Thai and English phonology. Some Thai and English sounds are
similar. For example, the sound of /r/ in English and the sound of /ร/ in Thai are nearly the same sounds.
When we pronounce /ร/ sound, the tip of the tongue will touch the palate. However, for the /r/ sound, the
tip of the tongue does not touch the palate. On the other hand, the tip of the tongue is raised and curled.
Although the studies on phonological features that cause pronunciation problems for Thai
people are various, the studies on the production of problematic sounds such as /l/ and /r/ sounds are
 5

not substantial. Considering variables that we found from related previous studies above, we limited our
research’ s frameworks such as word positions, factors that affect English language learner’s
pronunciation. Moreover, we studied and adapted our test from previous studies. Lastly, we believe that
our study can reflect the ability of pronouncing /l/ and /r/ sounds of advanced English learners at
Kasetsart University.

3. Methodology
3.1 Participants
There are 30 participants divided into 4 groups -- 5 freshmen, 5 sophomore, 10 junior and 10
senior of English major at Kasetsart University. The freshmen and sophomore participants were selected
based on their grade B, B+ or A in Listening and Speaking courses. For the junior and senior
participants, the selection were grounded on English Language Systems and English Sound Systems
grade B, B+ or A. These are courses related to the English speaking and pronunciation skills.
3. 1. 1) Introduction to Listening and Speaking skills course ( 01355117) for the freshmen
generally focuses on the basic of English Listening and Speaking skills.
3. 1. 2) English Listening- Speaking course ( 01355241) and Advanced English Listening-
Speaking skills (01355242) for the sophomore are higher level courses of Introduction to Listening and
Speaking skills.
3.1.3) English Language Systems course (01355381) for the junior mainly focuses on the organs
of speech and the way to speak and pronounce English language correctly.
3.1.4) English Sound Systems course (01355382) for the junior is the advanced course of
speaking and pronouncing English language providing the study of English phonetics and English
sound patterns.

3.2 Pilot Study

We piloted 5 participants without considering the grades of English courses which are related
in speaking and pronouncing English skills. 4 participants who got B to A could pass the test effortlessly.
Surprisingly, the last participant who got F in English Language System could pass the test with higher
scores than previous participants. When we started the real test, we divided 30 participants into 2
groups, 15 participants for each group. For the first group, we selected 15 participants who got B, B+
or A in English courses meanwhile the second group, we ignored the grade result of any of their courses.
 6

3.3 Data Collection

The participants would have to do 1.) English pronunciation test of the liquid sounds (/l/ and /r/
sounds) and 2.) A questionnaire. The test and questionnaire were already checked for the correctness
with 4 pilot samples, and tested with 30 participants.
3.2.1) Minimal Pairs Test
All participants were asked to do a minimal pairs test to examine their ability to pronounce /l/ and /r/
sounds. The results would be check mark or X mark.
3.2.2) /l/ and /r/ Pair Sentences Test
All participants were asked to speak 5 pair sentences of /l/ and /r/ sounds in both initial and final position
adapted from “Pronunciation of English Vowels and Consonants” by Assoc. Prof. Praromrat Jotikasthira
(1999).
3.2.3) Questionnaire
The questionnaire was divided into 2 parts: 1) Personal Information and 2) Close-ended and open-
ended questions, to find factors why participants could not pronounce /l/ and /r/ sounds correctly.

3.4 Data Analysis

The Minimal Pairs Test, /l/ and /r/ Pair Sentences Test and Questionnaire
These were created by 3 English major students who have already finished courses related to the study
of English phonetics, places of articulation in English sounds, theoretical English phonology, organs of
speech, etc. The test results were scored by 2 graders – fourth year students who already passed
English Language System (01355381) and English Sound System courses (01355382). In addition, all
data from the questionnaire were calculated into percentage by using Microsoft Excel.

4. Findings
The results were summarized as follows:

4.1 Production of /l/ and /r/

4.1.1 Mean Scores of /l/ and /r/ Pronunciation Test
As seen in Tables 1 and 2 below
 7

Table 1: Mean scores of /l/ and /r/ correct pronunciation on a word level

Phoneme /l/ Average Mean Score Phoneme /r/ Average Mean Score
(%) (%)
List 93.33 wrist 70
lick 90 rick 90
leech 96.66 reach 56.66
lamb 93.33 ram 73.33
lair 86.66 rare 73.33
loot 100 root 63.33
lower 93.33 rower 56.66
long 90 wrong 80
lope 76.66 rope 56.66
light 93.33 right 90
X Total (%) 91.33 X Total (%) 70.99

Table 1 shows that 91.33% of all /l/ words were produced correctly while only 70.99% of all /r/
words were pronounced accurately. For /l/ sound, all of participants produced the word “loot” correctly.
However, only 76.66% of the word “lope” was produced accurately. For /r/ sound, 90% of the words
“rick” and “right” were pronounced correctly meanwhile only 56.66% of the words “reach”, “rower”, and
“rope” were produced accurately.

Table 2: Mean scores of /l/ and /r/ correct pronunciation on a sentence level

Phoneme /l/ Average Mean Score Phoneme /r/ Average Mean Score
(%) (%)
Lamb 60 ram 80
loot 73.33 root 70
lower 70 rower 70
long 96.66 wrong 80
light 83.33 right 83.33
X Total (%) 76.66 X Total (%) 76.66
 8

Table 2 shows the mean scores of /l/ and /r/ sounds on a sentence level. 76.66% of all /l/ words
on the sentence level were produced correctly. Surprisingly, participants pronounced all the /r/ words
correctly at 76.66% which is equal to the /l/ mean scores. 96.66% of participants produced the word
“long” correctly. However, only 60% of the participants pronounced the word “lamb” correctly. For /r/
sound, the table shows that 83.33% of participants produced the word “right” accurately and 70% of
the participants pronounced “root” and “rower” correctly.

5. Discussion and Recommendations

5.1 Learning Program of Participants
We asked “What kinds of high school that you graduated?” in the questionnaire because we
would like to know whether other learning programs on high schools had an influence on the
pronunciation. The findings shows that students who were in English program or Bilingual program had
23.42 out of 30 points or 78.06%. It also shows that six years in English Bilingual program could improve
student’s pronunciation skill because students had to talk with foreigners every day for many years.

5.2 Grading Criteria

The outcome of the study revealed that participants had a problem in pronouncing both /l/ and
/r/ sounds when doing the production test. The findings shows that even the junior and senior
participants who already passed the courses related to speaking and pronouncing English and got the
grade from C to A, they still made mistakes on pronouncing /l/ and /r/ sounds. On the other hand, some
freshmen and sophomore participants who do not take the advanced courses such as English Sound
Systems or English Language Systems, surprisingly managed to produce /l/ and /r/ accurately.

5.3 Background Knowledge

We considered the background knowledge as a key factor leading to the problem in the
production test because some words in the test were rarely found in everyday English, for instance, the
word “rower”. This shows that personal experience influenced the way they pronounced vocabularies.
It is obvious that we could not judge the proficiency of students by their grade because students had
different background knowledge of English words. Nevertheless, we strongly believe that experiencing
in minimal pairs test in Sound System Language course would be a huge factor causing the correct
pronunciation between /l/ and /r/ letters in some words that teachers choose to be the test.
 9

5.4 Wrong Understanding of /l/ and /r/ sounds

Thai students acknowledge wrong understanding that /l/ and /r/ sounds are similar to /ร/ and
/ล/ sounds in Thai language. Therefore, it is necessary that schools should provide native English
teachers to teach correct pronunciation of English language. Nevertheless, in case that schools
cannot provide the teachers, students have to create their own way of study, for instance, students
need to listen English language from all sources including the television, radio or the computer.
Students can also make English conversations with their friends.

5.5 Other Factors

After the test, we also found an interesting factor which was braces. It had an influence on the
production of /l/ and /r/ sounds. Students who had braces tended to have the problem in pronouncing
both /l/ and /r/ sounds, they had to produce these sounds harder than ordinary students. 2 participants
who wore the braces had lower scores than other participants. For example, the third year participant
who received grade B in English Language System wearing the brace received only 16 points out of 30.
However, we believed that practicing is the way to solve this problem.

5.6 Recommendations
This research shows factors of pronunciation problem which blocked abilities to pronounce /l/
and /r/ sounds of English major students in the special program. From our perspectives, teachers should
start pronunciation teaching from fundamental lessons because advanced L2 learners can improve
aspects of their proficiency in English except their pronunciation. Thus, these can build the strong
knowledge for learners to know how to pronounce correctly before they move to the higher level of
education. Moreover, teachers should select appropriate teaching materials for learners due to learners’
different perceptions and abilities and also link pronunciation teaching with other courses. These will
help learners learn better and faster than practicing pronunciation by themselves.
 10

References
English
Baker, A. (1982). Introducing English Pronunciation: A Teacher’s Guild to Tree or Three?
And Ship or Sheep?. Cambridge: Cambridge University Press.
Bolton, K. (2008). English in Asia, Asian Englishes, and the issue of proficiency. English Today, 24(2),
3-12.
Bowen, D. (1975). Patterns of English Pronunciation. Rowley: Newbury House Publishers, Inc.
Clarey, M., & Dixon, R. (1947). Pronunciation Exercises in English for the Foreign Born.
Regents Publishing Company.
Fledge, J., Hillenbrand, J. (1987). Limits on Phonetic Accuracy in Foreign Language Speech
Production. Cambridge: Newbury House Publishers, Inc.
Fredrickson, L T. (2011). Speak English Clearly. Bangkok: Post Books.
James, C. (1998). Errors in Language Learning and Use-Exploring Error Analysis. New York:
Addison Wesley Longman Inc.
Kanokpermpoon, M. (n.d.). Thai and English Consonantal Sounds: a Problem or Potential for EEL
Learning? Retrieved April 7, 2017, from
http://www.abacjournal.au.edu/2007/jan07/article%205-perliminary
ABAC_Journal%20V27no1.pdf.
Kreidler, W.C. (1989). The Pronunciation of English: A course Book in Phonology. Brazil Blackwell Inc.
Manoyen, L. (2011). The Production of /r/ and /l/ by M.6 Students in English Program at
Suankularbwittayalai Rangsit School. Retrieved Feb 13, 2017, form
http//digi.library.tu.ac.th/thesis/lg/0686/title-appendices.pdf.
Na-ngam, S. (2005). Common Grammatical Errors in Foundation English I Written Assignment of
Prince Songkla University Students with high and low English Entrance Examination Scores.
Retrieved Feb 20, 2017, from: http://kb.psu.ac.th/psukb/handle/2553/1495.pdf.
Jotikasthira, P. (1999). Introduction to English language: System and Structure. (2nd ed.).
Bangkok: Chulalongkorn University Press.
Richard, J.C. (1974). Errors Analysis: Perspectives on Second Language Acquisition. Longman.
Singhapreecha, P. (1990). Perception of Certain English Consonants by Thai Speakers of English:
Liquids, Fricative, and Affricates. Unpublished master’s thesis, San Diego State University,
college of Art & Letter, Department of Linguistics & Oriental Language.
Tanthanis, T. (2011). English Pronunciation Problems of Third Year Interdisciplinary Studies Students
 11

of Thammasat. Retrieved April 7, 2017, from

http://www.Lib.ku.ac.th/KUCONF/2556/KC5108021.pdf.

Thai
พัณทิพย์ ทวยเจริ ญ. การพูดภาษาอังกฤษตามหลักภาษาศาสตร์ . กรุ งเทพฯ: สํานักพิมพ์
มหาวิทยาลัยธรรมศาสตร์ , 2534.
 12

APPENDIX A
English Questionnaire

/l/ and /r/ Pronunciation of English major students

Part1: Personal background

Faculty: ___________________ Year: __________________

Q1. What grade did you receive for the following courses?
1) English Sound Systems: A ___ B+___ B___
2) English Language Systems: A ___ B+___ B___
3) English Listening and speaking: A ___ B+___ B___

Q2. What kinds of high school that you graduated?

___ English Program ___ Bilingual Program
___ International High school ___ Regular Program
___ Others (please specify___________________________)

Q3. Have you ever had experience abroad?

___ Yes ___ No

Q4. From the Q.3, if yes, how long had you been abroad?
___ Less than one month ___ 1-3 months
___ 4-6 months ___ 1 year
___ More than one year

Q5. Which of the following activities that you consider to help developing your English?
___ Watching movies ___ Listening to the music
___ Socializing with English native speakers or foreign friends
___ Taking extra English courses
(where: ____________________________________ , for _____ month(s))
___ Others (_______________________________________________________)
 13

Part2: Follow up

Q.1 Do you have any problem with pronouncing /l/ and /r/ sounds?
___ Yes ___ No

Q2. From the Q.1, if yes, how do you know?

___ It is a problem in every day conversation
___ It is a problem only when speaking English in the class room
___ I have background knowledge, but it is difficult to
differentiate the sounds
___ Others (_________________________________________________________)

Q3. Do you think these courses; Listening and Speaking, Language systems, Sound systems improve
on your /l/ and /r/ pronunciation?
___Yes ___No
Q4. Please rank the following three courses (from the most useful to less)
1._________________________ Why? (______________________________________)
2._________________________ Why? (______________________________________)
3._________________________ Why? (______________________________________)

Q5. Do you think the pronunciation should be taught in the first year or not?
___Yes, (Which course? ________________________________________________
Why? __________________________________________________________________)
___No, (Why? __________________________________________________________)
 14

APPENDIX B
PRODUCTION TEST

Direction: Read the following words.

1.) list wrist

2.) lick rick
3.) leech reach
4.) lamb ram
5.) lair rare
6.) loot root
7.) lower rower
8.) long wrong
9.) lope rope
10.) light right
 15

Direction: Read the following sentences.

1.) A: Teacher wrote the word ram in his book.

B: Teacher wrote the word lamb in his book.

2.) A: The root is so complicated

B: The loot is so complicated

3.) A: The students are asked to write down the word rower.
B: The students are asked to write down the word lower.

4.) A: That’s the wrong way home.

B: That’s the long way home.

5.) A: She weighted the packet, and found the weight was light.
B: She weighted the packet, and found the weight was right.
 16

APPENDIX C
PRODUCTION TEST RESULTS

4.2 Individual’s Production of /l/ and /r/ sounds

4.2.1 Individual scores in Production of /l/ on a word level

As seen in Table 3 and 4 below

Table 3: Mean Scores of individual production of /l/ on a word level

Subject /l/ Average Mean Grade

(10 points) Score
(%)
1 10 100 B+
2 10 100 B+
3 10 100 B
4 8 80 B
5 8 80 B
6 10 100 B
7 10 100 B
8 10 100 C+
9 8 80 B+
10 9 90 B
11 9 90 A
12 10 100 B
13 10 100 B+
14 10 100 B+
15 9 90 C
16 8 80 A
17 6 60 C+
18 10 100 C+
19 10 100 B+
20 5 50 B
21 9 90 C+
 17

22 10 100 B+
23 9 90 B
24 10 100 B+
25 10 100 B
26 10 100 C+
27 9 90 B
28 10 100 B+
29 8 80 B
30 9 90 B

Total (N=30) 9.13 91.3

Table 3 shows the individual scores of the production of /l/ on a word level. 91.3% of the students
produced the /l/ sound correctly.

4.2.2 Individual scores in Production of /r/ on a word level

Table 4: Mean Scores of individual production of /r/ on a word level

Subject /r/ Average Mean Grade

(10 points) Score
(%)
1 9 90 B+
2 6 60 B+
3 9 90 B
4 6 60 B
5 6 60 B
6 7 70 B
7 9 90 B
8 8 80 C+
9 8 80 B+
10 8 80 B
11 6 60 A
12 8 80 B
 18

13 7 70 B+
14 7 70 B+
15 7 70 C
16 6 60 A
17 9 90 C+
18 9 90 C+
19 6 60 B+
20 6 60 B
21 10 100 C+
22 5 50 B+
23 7 70 B
24 5 50 B+
25 5 50 B
26 8 80 C+
27 6 60 B
28 10 100 B+
29 3 30 B
30 9 90 B

Total (N=30) 7.16 71.6

Table 4 shows the individual scores of the production of /r/ on a word level. 71.6% of the
students produced the /r/ sound correctly.

4.3.3 Individual scores in Production of /l/ on a sentence level

We reported mean production scores in Table 5 below.

Table 5: Mean Scores of individual production of /l/ on a sentence level

Subject /l/ Average Mean Grade

(5 points) Score
(%)
1 4 80 B+
 19

2 4 80 B+
3 3 60 B
4 3 60 B
5 1 20 B
6 5 100 B
7 5 100 B
8 3 60 C+
9 4 80 B+
10 4 80 B
11 3 60 A
12 4 80 B
13 3 60 B+
14 5 100 B+
15 5 100 C
16 2 40 A
17 3 60 C+
18 3 60 C+
19 5 100 B+
20 2 40 B
21 5 100 C+
22 4 80 B+
23 5 100 B
24 4 80 B+
25 4 80 B
26 4 80 C+
27 4 80 B
28 5 100 B+
29 5 100 B
30 4 80 B

Total (N=30) 3.83 76.66 %

 20

Table 5 shows the scores of the production of /l/ sounds on a sentence level. 76.66% of students
produced the /l/ sound on the sentence level correctly.

4.3.3 Individual scores in Production of /r/ on a sentence level

Table 6: Mean Scores of individual production of /r/ on a sentence level

Subject /r/ Average Mean Grade

(5 points) Score
(%)
1 4 80 B+
2 4 80 B+
3 5 100 B
4 5 100 B
5 4 80 B
6 3 60 B
7 3 60 B
8 5 100 C+
9 5 100 B+
10 5 100 B
11 5 100 A
12 4 80 B
13 5 100 B+
14 2 40 B+
15 4 80 C
16 3 60 A
17 3 60 C+
18 3 60 C+
19 3 60 B+
20 3 60 B
21 4 80 C+
22 3 60 B+
23 4 80 B
24 4 80 B+
 21

25 3 60 B
26 5 100 C+
27 3 60 B
28 5 100 B+
29 2 40 B
30 4 80 B

Total (N=30) 3.83 76.6

Table 6 shows the scores of the production of /r/ sounds on a sentence level. 76.6 % produced
/r/ sound on the sentence level correctly.