Synchronising the enhancement of target words to their auditory onset has been found to promote a focus on their phonetic form (Stenton, 2013). In the case of L2 subtitled video, post-viewing activities involving interpretation and repetition of speech from the video offer further opportunities for noticing target pronunciation features and incorporating them into the learners' developing L2 system. This study investigated three groups of high-school EFL learners. Two intervention groups watched TV series clips with or without audio-synchronised textual enhancement of words containing past tense <-ed> endings in the subtitles and performed pronunciation-focused audiovisual activities such as revoicing and subtitling, whereas the control group was not exposed to the learning materials and thus provided a baseline of past tense <-ed> pronunciation rule knowledge. Questionnaire data provided information on the participants' language learning profiles, their perception of the enhancement and their ability to describe the past tense <-ed> pronunciation rule, and their impressions of the intervention. The participants' perceptions of the intervention were favourable, and the enhancement seemed to positively impact self-reported noticing of the target verbs, although not the internalisation of the pronunciation rule. We outline ideas for future research involving the implementation of these pedagogical tools in the language classroom.