Developing intelligible pronunciation is an important goal for language learners. Although it can be fostered through explicit instruction in communicative-based courses, instructors need practical solutions to address their learners' pronunciation individually. This one-semester quasi-experimental mixed methods study of 60 Generation Z novice French learners examined whether and how self-reflection could be an effective learning strategy and an efficient complement in supporting the development of intelligible production of two phonological aspects (/y/-/u/ and mandatory liaisons). Results of pre/post production tests for a treatment group (explicit instruction with self-reflections) and a comparison group (explicit instruction only) were compared and responses to guided, open-ended self-reflections framed by the Awareness Continuum theory served to document students' learning process. Self-reflection resulted in significant production gains, particularly for learners who applied their attention and (multi-)linguistic background to raise their phonological awareness.