This exploratory review brings together research that investigates computer-assisted language learning (CALL), and research in the field of learning design, paying particular attention to the theoretical frameworks and approaches of "design for learning." The attempts of connecting the two fields stem from two critical foci and commitments of "design for learning": (1) on the contemporary "learning context" which has become increasingly learner-centred and technology-rich and (2) on the "learning process" which is, now widely recognised and accepted, constantly evolving, configurative, dynamic and complex. "Design for learning" asserts that technology-enhanced learning (TEL) could only be partly designed; the other part--the learning process--is emerging and created through the actions of participants in the learning networks. Therefore, the ecology and architecture of a learning network become the focus of investigation. This author argues that "design for learning," which is firmly grounded in the contemporary theories of learning, merits being seriously looked at by CALL. A preliminarily synthesis of the two fields is presented, which signals potential synergies. The synergies will broaden the understanding of CALL and strengthen its design.