This study examines online interaction through the lens of language-related episodes (LREs), sites where learning is likely to occur given that the speaker is pushed to consciously reflect on and negotiate their language knowledge and use (Swain & Lapkin, 1998). The aim of this research is to inform pedagogical practices by investigating the effect of interlocutor--a second language peer or a trained native speaker--on LRE outcomes, and the perceived usefulness of each interaction type. Using a counterbalanced design, 24 intermediate learners of Spanish completed two 30-minute videoconferences, one with a peer on Zoom and one with a native speaker on a paid videoconferencing platform. In total, 36 conversations were transcribed. The LREs were tallied and described in terms of linguistic focus, resolution, and targetlikeness. Data was also drawn from two post-conversation questionnaires. The results revealed that both dyad types were indistinguishable in the number of LREs produced per minute and their linguistic focus (lexical, morphosyntactic, and orthographic). However, the NS-learner dyads resolved significantly more LREs, and their resolutions were also significantly more targetlike. Finally, the analyses showed no relationship between LRE outcomes and perceived usefulness. The implications of the findings are explained and pedagogical recommendations are provided.