The present study investigated the speaking module of TOEFL iBT with an emphasis on the dichotomy of independent and integrated tasks. The potential differences between the two speaking conditions were intended to be explored based on the oral performance elicited from a group of Iranian test takers. To collect the required data, a simulated version of TOEFL iBT characterized with all test rubrics as practiced by ETS was applied. A total number of 224 oral samples were transcribed and then quantified in terms of complexity and fluency by some internet-based programs including "Coh-Metrix 3" and "Syllable Counter." Moreover, the accuracy of each oral performance was manually computed for comparison purposes. The results revealed that the two speaking contexts were significantly different in terms of linguistic accuracy as well as two complexity measures representing latent semantic analysis and the mean number of modifiers per noun phrase. However, the two speech-eliciting contexts did not trigger any significant difference in the participants' oral language performance in terms of fluency and two other complexity measures, namely lexical diversity and left-embeddedness. The findings may have some implications for all TOEFL iBT stakeholders concerning the speaking subtest.