This paper reports on the early stages of a locally funded research and development project taking place in a French university. It aims at developing a comprehensive pedagogical framework for pronunciation training for adult learners of English. This framework will combine a direct approach to pronunciation training (Face-to-Face teaching) with online instruction using and adapting existing ASR systems. The sample of learners chosen for the study, are university students majoring in Arts, Literature or Communication at graduate and undergraduate level. These students have generally been learning English for 7 years prior to entering university and might show an advanced mastery of grammar and syntax, but their spoken English remain heavily accented and may hinder effective communication. Furthermore, the classes are overcrowded (up to 40 students per group) and the emphasis is placed on fluency and communication skills rather than phonetic accuracy. In addition to that, most teachers don't feel confident with teaching pronunciation as they often haven't received any training themselves. Under these circumstances, students experience performance anxiety, and they only have a limited amount of time for teacher-student interaction and individualised feedback. Language learning appears most efficient when the teacher constantly monitors progress to guide remediation or advancement. Computer Assisted Pronunciation Training programs (CAPT, Abuseleek 2007) could help realising these goals by offering individual practice and feedback in a safe environment. A considerable body of research has already shown the efficacy of ASR systems for pronunciation training (Hincks 2002, Kim 2006 or Elimat 2014). Recent ASR based CAPT programs include Subarashii (Entropic HTK recognizer), VILTS (SRI recognizer), FLUENCY (Carnegie Mellon University SPHINX recognizer), Naturally Speaking (Dragon Systems), and FluSpeak (IBM ViaVoice recognizer). We intend to build on these existing programs and on previous research to develop a set of tools to address bad pronunciation habits among French learners of English. This approach is based on intensive hybrid tuition, starting from teaching English phonology, pronunciation rules and contrastive analysis in the classroom and then developing online courses with embedded ASR systems for autonomous learning with automatic corrective feedback at both segmental (phone) and suprasegmental (intonation) level. Pronunciation is more cognitive than articulatory and we believe that such an approach could provide both a cognitive input so as to help students become more aware of their pronunciation habits and opportunities for practice and feedback.