In the assessment of second language oral communication, the video-call speaking test has received increasing attention as a test method with higher practicality than its in-person counterpart, but still with broad coverage of the test construct. Previous studies into video-call assessment have focussed on the individual (as opposed to paired or group) interactional format. The current study extends this line of research by focussing on paired speaking interactions, with a specific focus on the construct of interactional competence. A concurrent triangulation design was adopted with the use of both quantitative and qualitative data through recordings and scores of test performances, questionnaires, and focus groups. Findings indicate that video-call paired interactions in the assessment context of interest in this study are largely comparable to in-person interactions in terms of scores, with statistically small-effect size differences identified. Some differences in terms of turn-taking management, examiner, and test-taker perceptions were also identified. We argue for a more in-depth awareness of the characteristics of video-call speaking in its own right, which can inform both assessment and learning contexts.