Various language learning projects using "Second Life" (SL) have been documented; still, their specific learning potentials, particularly in English as a foreign language (EFL) context, remain to be explored. The current study aims to add one piece of empirical evidence on how SL can be infused into a computer-assisted language learning (CALL) course for 25 college students through task design in a limited Internet connection context. Four tasks--orientation of SL and chatting, pedagogical activities, peer review, and an SL tour--were designed with their influence examined. Although students' frustration about the unstable Internet connection was shown from responses of an evaluation questionnaire, they confirmed the benefits of using SL for English learning and teaching. SL provides affordances of interaction and immersion, which are conducive to their English learning, and SL can easily establish an authentic environment for communication. It is argued, as supported in the previous literature of various educational contexts, that sound pedagogy with appropriate tasks, instead of 3D virtual worldsoftware alone, guides SL applications in the multi-member community (instructors, teachers assistants, students, and other users not in this class) advancing toward language learning objectives or sense-making in student learning. (Contains 2 figures, 2 tables and 1 note.)