This study explored the effects of repeated oral reading practice on EFL learners' oral reading fluency development over a three-month period. The participants were 44 hospitality majors, divided into four different subgroups according to language proficiency (LP 1-4, in which 1 was the lowest and 4 the highest). To examine the changes of students' oral reading rates, rates were compared between texts with repeated practice (during the intervention) and texts without practice (before and after the intervention). Each week the students practiced 1-3 reading passages in class, and each passage was read a minimum of five times, and the practice rates were recorded. A generalized linear mixed effect model was used to analyze their oral reading rate changes before, during, and after the intervention. The results showed that significant differences across different LPs were found when comparing the rates on texts with and without repeated practice; however, all groups made comparable improvements after the 12-week intervention, with 21, 30, 38, and 22 words per minute (wpm) for LP1, 2, 3, and 4 respectively. Despite the comparable improvements from the pre-test to the post-test, there was still considerable room for improvement for LP1 and LP2. The results have pedagogical implications for developing students' sight and oral vocabulary.