Willingness to communicate in a second language (L2 WTC) refers to the readiness to initiate speech and is influenced by psychological, linguistic, and contextual factors contributing to both stable and dynamic states in L2 WTC. The present study investigates the relationship between L2 utterance fluency and trait-like L2 WTC with its selected antecedents: international posture (IP) and language anxiety (LA). L2 speech samples (n = 102) were examined for speech rate (SR), articulation rate (AR), frequency of silent and filled pauses and repetitions. Trait-like L2 WTC and IP were determined using the Willingness to Communicate Inventory (Mystkowska-Wiertelak, Anna & Mirosław Pawlak. 2017. Willingness to communicate in instructed second language acquisition: Combining a macro- and micro-perspective. Bristol: Multilingual Matters), whereas LA was measured with the Foreign Language Classroom Anxiety Scale (Horwitz, Elaine K., Michael B. Horwitz & Joann Cope. 1986. Foreign language classroom anxiety. The Modern Language Journal 70(2). 125–132). Correlational analyses were conducted between the fluency measures, unplanned in-class L2 WTC, planned in-class L2 WTC, L2 WTC outside the classroom and practice-seeking L2 WTC, as well as IP-openness to experience, IP-interest in international affairs and LA. The study revealed positive correlations between SR, AR and practice-seeking L2 WTC, as well as AR and L2 WTC outside the classroom. Negative relationships were found between SR, AR and LA. Higher levels of LA were linked to an increased use of filled pauses.