| Resumo: | This skill provides input for a satisfactory learning since it boots comprehension and promotes the development of other language skills, mainly speaking. Moreover, the development of the listening for specific information subskill promotes the practice of bottom up activities that are the basis for complex listening exercises. Therefore, if a learner does not have an accepting comprehensible input, no learning occurs. Although listening is essential in communication and many techniques and strategies have been implemented to improve its performance, it is still the most difficult skill to develop. Thus, the current research work aimed to evaluate the significance of pauses in listening for specific information in the students of ninth grade of Juan Abel Echeverría educative unit. Accomplishing the research goals required the application of a quasi-experimental design with a mixed approach: quantitative and qualitative instruments. In detail, an observation form and a pre-and post-tests were conducted to gather accurate data and have a clear perspective about the case study. Notably, the pre-test was granted to establish the learners’ proficiency in the listening for specific information micro-skills and the post-test reflected the implications of the submission of the proposed strategy to improve the ability to listen. The findings suggested that pauses impacted positively the comprehension of spoken texts overcoming the listening difficulty caused by the speech speed. Thus, the inclusion of pauses created the space to develop communicative tasks such as asking for clarification and providing feedback
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