The effects of repeated oral reading and timed reading on L2 oral reading fluency were examined among Japanese university students (N = 50) over 12 weeks. Three quasi-experimental groups were used in the study. Group 1 practiced two types of reading: Repeated oral reading with chunking practice and timed reading. Group 2 did timed reading only. Group 3 served as the comparison group. The participants were rated on their oral reading fluency of a short passage before and after the treatment period in terms of prosody, accuracy, and speed. The results showed that both treatment groups made statistically significant within-subjects oral reading fluency gains. Between-subjects tests indicated that Group 1 outperformed both Group 2 and the comparison group by the end of the treatment. Additionally, there were no statistically significant differences found between Group 2 and the comparison group. Finally, it was shown that Group 1 made the most improvements in terms of the rhythmic aspects of their oral reading production, Group 2 gained the most in terms of speed, and Group 3 made negligible gains. These results provide empirical evidence of the benefits of repeated oral reading and timed reading on the development of L2 oral reading fluency.