This study aims to identify a few perception-action relations or affordances enacted in an asymmetrical (tutor-tutee) videoconferencing environment for L2 learning. Following Engeström's (2014) Cultural Historical Activity Theory (CHAT) and an ecological Computer-Assisted Language Learning (CALL) perspective, the study focusses on the interactions between language use, technology use, and the enactment of designed language learning tasks. Master's students of French as a foreign language from a French university interacted online via videoconferencing with undergraduate students of business learning French at an Irish university over a six-week period. The online interactions between tutors and tutees generated a multimodal corpus (ISMAEL). The fifth session plan prepared by the tutors and their online conversations were investigated for four tutor-tutee systems. The findings reveal that the designed and emerging technological and linguistic affordances influence the online interactions at the micro level and the educational affordances at the macro level. [For the complete volume of short papers, see ED590612.]