This study attempted to examine the relationship between WTC and two types of speaking tasks:Dialogue and narrative/monologue. The significance of this study lies in its theoreticalcontributions to the WTC construct and the pedagogical implications in second languageteaching and learning. Sixty one intermediate female EFL learners were selected through anOxford Placement Test (OPT) from Tabarestan English Institute in Nowshahr. A quantitativeresearch method within a descriptive design using questionnaires was employed. Statistical dataanalysis methods of Pearson Product-moment correlation coefficient and descriptive statisticswere utilized in line with the two research questions .Results indicated a positive correlationbetween the WTC level and the narrative speaking as well as the dialogue speaking scores, i.e.,the high L2 WTC leads to a better performance in L2 speaking skill in general. However, thecorrelation between WTC and dialogue speaking was stronger than the WTC and narrativespeaking, i.e., WTC level affects dialogues better than narrative /monologue. To sum up, it wasfound that the participants with lower WTC level were weaker in L2 speaking in general anddialogues in particular. تفاصيل المقالة