In order to explore ways to devise effective pronunciation activities, the present study examined activities in eight English pronunciation programs embedded in either reading or speaking sites for English learners in Korea and overseas. These activities were analyzed based on three categories: comprehension-based, production-based, and English varieties. The first two categories were further divided into systematic phonics and suprasegmentals using small units, such as phoneme, syllable, word, sentence, and discourse. English varieties were categorized into American English, British English, Australian English, and others. Results showed that all of the Korean programs included both comprehension-based and production-based activities, but only two programs included comprehension-based activities related to systematic phonics. All the programs used American English except for one which offered two separate sites; one using American English, one using British English. In the case of the overseas programs, three of the four programs did not teach systematic phonics in the production-based activities. There was a lack of production-based activities teaching suprasegmentals. Regarding English varieties, one program included both American and British English and the rest taught American English only. Implications of the findings were discussed in terms of balance and diversity when devising online pronunciation activities.