This article describes the use of instructional technology to promote, through a combination of behaviorist/structuralist and communicative/action-based methodologies, correct pronunciation of French as a Foreign Language (FFL) to native Greek-speaking false-beginner-level learners. It is based on the analysis of a teaching programme, complemented by an end-of-semester student evaluation questionnaire. Within the curriculum of the A1/A2 level French courses at Cyprus University of Technology (CUT), learners acquire the spoken language largely through communicative action-based tasks. In addition, teacher-authored preparatory exercises, created using the "Schoolshape" digital language lab system, provide the content of pronunciation exercises. Being cloud-based, "Schoolshape" allows teaching and learning to extend out of the classroom. Students can complete exercises virtually anywhere there is a broadband Internet connection and receive immediate automatic feedback as well as profit from the asynchronous online monitoring of their instructor. Moreover, the pronunciation exercises, whose substance is linked to the action-based tasks, can be meaningfully integrated into the communicative curriculum. An end-of-year survey collects feedback from students concerning the attention paid to their pronunciation in general and their use of "Schoolshape" in particular. [For the complete volume of short papers, see ED572005.]