This study investigated whether reading aloud practices are beneficial for college-level students to increase their vocabulary, syntactic knowledge and text comprehension as well as pronunciation and word stress. It also examined how college-level students perceived student reading aloud activities. Ninety-one college students participated in the study, and they were divided into two groups based on the reading comprehension test scores. The participants took a test that was composed of vocabulary, grammar and reading comprehension questions in during Weeks 1 and 14 in order to identify any effect of reading aloud on L2 language learning. They were also asked to complete questionnaires. The findings revealed that student reading aloud was helpful for the students to enrich their vocabulary knowledge, improve pronunciation and word stress, and help identifying sentence structures and understanding the texts. However, the statistical differences differed from the students' reading performance levels. Upper level students have significantly improved in vocabulary, grammar and reading comprehension areas whereas for lower level students, significant differences were found in the area of vocabulary. Questionnaire results showed that the students perceived that reading aloud practices were more advantageous in vocabulary learning and pronunciation than in grammar and reading comprehension areas. Based on the findings, theoretical and practical implications are discussed.