Karaoke, a form of entertainment that employs a karaoke machine to present audio, visual, and textual information simultaneously, holds potential for language teaching due to its effective combination of language comprehension and verbal expression. This study investigates the impact of karaoke activities on English pronunciation by engaging 27 English major students in five karaoke-based pronunciation learning sessions. Both pretests and posttests, along with survey questionnaires and interviews, were employed to assess changes in participants’ pronunciation competency before and after the treatment. The findings demonstrate positive improvement in participants’ pronunciation as a result of karaoke activities.