Despite evidence that prosody plays an important role in the intelligibility, comprehensibility and accentedness of non-native discourse (Munro & Derwing, 1995, 1998), it is seen as difficult to teach (Setter et al., 2010). One way of making prosody easier to teach and understand is by using a real-time 3D spectrogram such as the one used on the website Englishville (Costille, 2020). Four groups of French students, enrolled in their third year of a BA in English, took part in this experiment. Thirty short sentences focusing on intonation were recorded by a female native British speaker. All participants read and recorded the same phrases as they appeared on the screen and groups 3 and 4 received specific explanations regarding the spectrogram and intonation contours. The first group simply read the phrases (limited input) and recorded their own productions. The other 3 groups received supplementary input: group 2 read the text and heard the corresponding audio recordings (audio input); group 3 read the text and saw the corresponding 3D spectrogram (visual input); and group 4 read the text, heard the audio and saw the corresponding 3D spectrogram (multi-sensorial input). The recordings were then compared in Englishville to the expected intonation pattern and given one point per matching pattern. The results do not show that seeing speech systematically improves students' intonation but did show that the students felt the tool was useful and easy to use.