The role of gesture in second language acquisition (SLA) has recently become a promising area of research, characterized by the growing number of empirical research studies that examine the potential of incorporating gestures in such areas as the teaching of grammar, vocabulary, and pronunciation. This paper focuses on how gesture can be productively used to help students notice and subsequently correct their pronunciation errors, both segmental and suprasegmental errors. First, a critical review of the literature is presented in which we carefully explore recent research on oral corrective feedback and the role that gesture plays in facilitating comprehension and acquisition. Next, pedagogical implications are considered in which we discuss a pedagogical framework that language teachers can use as a guide for incorporating gestures in pronunciation instruction. Finally, future research possibilities are discussed, including suggestions for more robust research design and new areas to investigate.