The aim of thi s study is to make an assessment on teachers' awareness andrnuse/implementation of the different kinds of pauses in classroom instruction . For thernpurpose of categorizing instructional pauses, the present study has made use of Stahl 'srn(1994) category as a framework. Accordingly, the following eight kinds of instru ctionalrnpauses are assessed in th is study: pauses following teachers' questions, pauses withinrnstudents' responses, pauses following students' response, pauses in students' selfinrnitiated statement/comment, pause during teachers' lesson presentation , pause whilernstudents work on tasks, pauses deliberately made by teachers, and pauses to createrncognitiveaffective impact on classroom environment.rnThe study is done on EFL classes at tertiary level. Particularly, College English classesrnof the freshman (2005/2006) program at AAU are the settings of the present study.rnThe study fo llows an observational approach with the help of video camera. Arnquestionnaire, for sampled teachers, is also used as a tool for data collection. First, thernwhole lesson was recorded and th oroughly viewed. Later, taking the duration of therneight kinds of instructional pauses into account, the lesson was transcribed andrntabulated for the analysis. Then, the obtained time duration at different instructionalrnplaces were examined against the standard time stated in the literature.rnThe investigation shows that teachers are not conscious and skillful on the pauses tornoccu r at different place/time of instructional setting. Contrary to the literature, the pausesrnin teachers' instruction are not extended as they are supposed to be i.e. three to fivernseconds on average. The different categories of silent period within and between verbalrnbehaviors of teachers and students are immensely manifested lasting only for briefrnmoments of zero to two seconds. Thus, the study, in general shows that both teachersrnand students are not beneficiaries of the potential learning and teaching benefits to bernobtained from extended pauses at appropriate classroom instructional setting.