Video conferencing tools like Zoom have provided new avenues for authentic learner interaction in second language (L2) learning, aligning with research that emphasizes the importance of learner interaction in L2 acquisition (e.g., Putri et al., 2021; Swain, 1985). According to Long’s (1996 et seq.) Interactionist Approach, for instance, it is hypothesized that learners acquire language most effectively when they engage in meaningful communication and negotiate meaning with others. Zoom aligns with this approach by providing opportunities for authentic interaction in virtual environments (Zhao & Lai, 2023). This study draws upon Cardoso’s (2022) chronological framework for examining technological tools for L2 learning. Specifically, it focuses on stage 2 of the framework, which involves assessing the pedagogical potential of a given technology. Following Long’s (1996) Interactive Approach, the study explored how Zoom’s interactive features can be leveraged to promote interactions by providing learners with access to the L2 input (listening), and promoting opportunities for output (speaking) and negotiation of meaning (e.g., to solve a communication breakdown). Our analysis suggests that most Zoom features fulfil the criteria set forth by the Interaction Approach. For instance, ‘breakout rooms’ and ‘polls’ can be effective in increasing student engagement and providing immediate feedback. Students can also engage in ‘video conferencing’ and ‘chats’ to collaborate within ‘breakout rooms’ to engage in the type of meaningful exchanges that drive L2 learning. Our discussion of these findings will highlight Zoom’s potential as a versatile platform for language learning, offering significant benefits for both synchronous and asynchronous L2 learning.