Can interactive narrative stories effectively improve young learners' pronunciation of challenging English vowel patterns? This study investigates R-controlled vowels pronunciation development among 72 Grade 3 students at Laor-utis Demonstration School, Lampang through teacher-created interactive animation stories. The research employs a pre-experimental one-group pretest-posttest design during the second semester of 2025. Over eight weeks, students engage with four animated story episodes where they complete missions requiring reading aloud specific R-controlled vowel words. The teacher facilitates learning by encouraging participation, building confidence, and providing immediate corrective feedback within the story context. This approach addresses a critical literacy gap: R-controlled vowels represent complex phonetic patterns that confuse young learners. Unlike traditional drill-based practice, narrative-driven animations create meaningful contexts where students read aloud to advance stories, transforming pronunciation from isolated skill practice into purposeful communication. The teacher's facilitation role—motivating students, reducing speaking anxiety, and providing real-time correction—proves essential. The study measures pronunciation accuracy and classroom participation through pre-post testing and behavioral observation, demonstrating whether this teacher-mediated, story-based approach significantly improves pronunciation skills while fostering engagement and confidence in oral reading.