The theory of affordances (Gibson, 1977) came into focus in humancomputer interactions and ecological interactive design to explore design strategies to support the actor in direct perception of action possibilities in the operation of things. However, few studies have analysed the basis of affordances in the cultural-historical development of human activity in systems that have substantial socio-cultural, pedagogical, and technological components. This study aims to identify the designed and emerging affordances in an asymmetrical (tutor-learner) videoconferencing environment for language learning. Following Engeström's (2014) Cultural Historical Activity Theory (CHAT) and an ecological Computer Assisted Language Learning (CALL) perspective, I analyse interactions between the design for language learning and technology use at the macro, meso, and micro levels of a videoconferencing project between French tutors and Irish students. I investigate how the designed technological, linguistic, and educational affordances are perceived and acted upon by the tutor-learner activity systems triggering the emergence of new affordances. [For the complete volume, see ED578177.]