This article discusses a study that investigated pronunciation development in second language learners by monitoring willingness to communicate variables. Students (N = 37) in a second-semester, introductory French course participated in online interpersonal audio discussions with classmates through VoiceThread. Pronunciation development and willingness to communicate were monitored through self-assessment after completing each activity. Analysis revealed that participation in the activities combined with a feedback-supported environment resulted in an overall increase in perceived pronunciation abilities that positively correlated with willingness to communicate variables. Additionally, the pedagogical benefits of using audio discussions to improve pronunciation are presented.