This study examines the effectiveness of imagery and electronic visual feedback in facilitating students' acquisition of Japanese pronunciation skills. The independent variables, animated graphic annotation (AGA) and immediate visual feedback (IVF) were integrated into a Japanese computer-assisted language learning (JCALL) program focused on the pronunciation of specific word pairs. Students enrolled in an elementary Japanese course in Malaysia were randomly divided into three groups and used three different versions of the program: (a) text + sound, (b) text + audio + AGA, and (c) text + audio + IVF. The results of the study showed that students in the text + audio + AGA group significantly outperformed students in the text + audio only group in pretest-posttest improvement in learning the pronunciation of (a) "akusento" "pitch" words, (b) "seion" "voiceless" and "dakuon" "voiced" words and (c) "tanon" "short vowel," "chouon" "long vowel," and "sokuon" "geminate consonants" words. Students in the text + audio + IVF group significantly outperformed students in the text + audio only group in learning "akusento" words and "seion" and "dakuon" words. There were no significant differences between the AGA and IVF groups. (Contains 8 figures, 3 tables and 2 notes.)