Repeated reading (RR) entails the reading of the same materials repeatedly and is a technique intended to develop reading fluency and comprehension for learners of English as a foreign language (EFL). However, the practice of RR today in classrooms throughout Japan is seemingly insufficient for several reasons. The present study focuses mainly on concentration and motivation for RR, which suggest that error correction activities (ECAs) are effective in encouraging RR. ECAs denote activities through which learners identify and correct several errors that are intentionally embedded in the text. This research examines whether ECAs enhance the concentration and motivation of learners for RR using a questionnaire. The results indicate that learners maintain concentration and motivation the most during ECAs, and that ECAs can be a catalyst for further RR
