Builds on a study on modified output to examine the impact of learner proficiency in learner-learner interaction, particularly on opportunities for modified output through interactional moves. Data were collected from leaners of Japanese using two different types of tasks. Results showed that mixed-level dyads provided more interactional moves than same-level dyads, but the frequent occurrence of interactional moves did not lead to the greatest amount of modified output. (Author/VWL)