Drawing on Gibson's (1977) theory of affordances, Computer-Assisted Language Learning (CALL) affordances are a combination of technological, social, educational, and linguistic affordances (Blin, 2016). This paper reports on a preliminary study that sought to identify the emergence of affordances during an online video conferencing session between teacher trainees specialising in French as a Foreign Language and learners of French from an Irish university. We use Cultural Historical and Activity Theory (CHAT) (Engeström, 1987) as our epistemological framework to explore CALL affordances as they emerged in two tutor-learner triads. Deviations from the lesson plan are identified and some of the factors that promote or hinder the emergence of affordances for second language development in similar environments are highlighted. [For the complete volume, see ED571330.]