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This research explores the role of concept mapping and speech repetition in developing EFL learners’ oral fluency. Eighty language learners, after passing an in-house placement test, were randomly assigned into two equal experimental groups. The data analyses demonstrated that both groups’ oral fluency significantly improved when they were trained to apply concept mapping and 4/3/2 technique. It was argued that concept mapping helps them take a more active role to effectively organize the concepts, plan their tasks, and monitor their activities. Besides, repetition techniques may lead to linguistic proceduralization and automaticity which results in positive changes in underlying cognitive mechanisms and ultimately contributes to long-term and transferrable effects on speaking fluency. Furthermore, a semi-structured interview was run to triangulate the data. This paper discusses some implications for instructors and educators.