The benefits of technology linked to educational language teaching applications are being increasingly used and have proven to be na efficient pedagogical tool for language learning. Understanding the relevance of teaching pronunciation for a more complete and efficient learning, this article has the general objective of analysing the proposals for pronunciation activities developed by the English language ELSA Speak software. The specific objectives intend: a) describe the typology of pronunciation activities proposed by the software and; b) reflect on teching pronunciation, with technological support in English language classes. Therefore, we turn to the authors Moran (200 and Vieira (2018) who deal with the use of technological tools in learning and teaching strategies, and Mesquita Neto (2021) and Cypriano (2022) on pronunciation teaching. The methodology used is considered qualitative and descriptive. The work corpus is composed of the pronunciation activities of the ELSA Speak software. It is concluded that despite the identification of some fragility, there are positive effects in the use of activities designed by ELSA Speak software and that the application can contribute to the learning of pronunciation of studied language.