This article presents the process and results of an action research project which explored the contribution of information gap activities to support a group Honduran ninth-graders' speaking fluency. Their speaking fluency was assessed in terms of speech rate, breakdowns or pauses, and repairs. This study adopted a mixed method approach: quantitative and qualitative. The sample chosen was a purposive sample made up of a group of seven ninth graders who had been learning English in rural context in a public high school in Comayagua for two years, all aged between 14 and 15 years old, with a basic level of English. The information gap technique was implemented during seven sessions following the regular topics scheduled for the school term. Data were collected by applying a pre-test and a post-test to assess students' fluency, and results were assessed with an analytic rubric; and their perceptions were assessed by a focus group. The pre and post-test results showed an improvement in participants' speaking fluency, and these results were in agreement with their positive perceptions. Moreover, participants expressed that information gap activities had impacted positively their motivation and their awareness of mistakes. In conclusion, information gap activities helped learners improve their speaking fluency and might support English teachers in Honduran rural public contexts not to rely upon traditional textbook use and make their classes more motivating and communicative.