E-storybooks are the most important auxiliary learning materials for English-as-Foreign-Language (EFL) learners. Few studies reported positive results on pronunciation and speech development from using audio accompanied e-storybooks, although audios are expected to play the role of recasts in providing pronunciation feedback for learners. Presumably, it is learners' insufficient perceptual ability that prevents them from replicating and simulating native-like speaking. Thus, based on the perception-precedes-production hypothesis, this study investigates the possibility of enhancing learners' oral repetition of the reading attached to an e-storybook by precedingly providing learners with reading-while-listening-based perceptual intervention. The experimental results show that the intervention had a significant effect on the long-sentence repeating rate, and minor effects on phoneme recognition and memorisation. Moreover, the eye-gaze patterns of the participants in the experimental group reveal that the synchronisation of the visual- and auditory attention in reading-while-listening-based perceptual training is vital for the intervention efficacy.