According to the functional model proposed by Sampasivam and Clément in 2014, the two determinants that build towards second language confidence (L2C) are "richness and self-involvement" of the contact experience. This study adds to previous research by investigating, for the first time, the role of interlocutor type in the context of videoconferencing on L2C development. The participants (n = 28) were students enrolled in a fifth-semester Spanish conversation course. Using a counter-balanced design, they conversed with a peer on "Zoom" and with a native speaker on "TalkAbroad" and also responded to an initial and two postconversation questionnaires. The results showed that overall the learners' L2C increased with both interlocutor types, but differences emerged in the examination of the underlying components of the data. Theoretically, the findings support the integrated model of Sampasivam and Clément and their assertion that videoconferencing is high in "richness" and "self-involvement" and, thus, facilitates L2C development.