This paper describes a pilot study for a project being carried out at Grenoble Alpes University which seeks to assess the efficacy of online learning paths in several languages. The learning path presented here targets pronunciation and listening skills in English, and can be used by specialist English students and non-specialists alike. It contains material for one academic year, but may be realised over a shorter time, either as a free-standing course, or as a complement to a physical class. It integrates short subtitled videos and interactive activities, and is based on an articulatory approach to learning pronunciation, centring on prosody, and combining cognitive and imitative methodologies. Using a mixed methods approach, we collect a variety of data to enable us to measure the learning arc of the students enrolled on the course. In this article, we explore some of the problems of learning English pronunciation, before presenting our pedagogical approach and finally the technological solutions we propose. The study is ongoing, and the data presented here is from the first year of this project, which constitutes the pilot study, and concerns the first cohort to use the learning paths.