<![CDATA[This qualitative descriptive study examined how first-year English Education students at an Indonesian university realised vowels and inflected word forms in recorded read-aloud submissions, and how these realisations related to their reading fluency. The question matters because pre-service teachers' read-aloud performance will serve as a pronunciation model for their future pupils, and errors produced fluently may go unnoticed by both reader and listener. Twelve recordings of a 109-word narrative passage, submitted through Google Classroom, were analysed using error analysis and descriptive fluency profiling. Fluency tended to run ahead of accuracy: six readers were placed higher on fluency than on accuracy, none showed the reverse, and most deviations were produced smoothly without self-correction. Deviations clustered in two areas: word endings carrying inflectional meaning, which were deleted (months → month) or replaced by the base form (left → leave), and vowels in high-frequency words, which were pronounced according to spelling (came → cam, seems → sems). Only the two weakest readers combined low accuracy with word-by-word reading. Teacher education programmes should teach inflected forms and spelling-to-sound vowel patterns explicitly, and assess accuracy and fluency separately so that fluent errors are not overlooked.]]>
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