A large number of refugees need to learn a new language in order to transition to, or settle in, a new country. Most refugees have access to smartphones with which they can access mobile language learning tools. However, refugees in different stages of their journeys have different language learning needs. Identifying the unique needs of refugees is essential to design language learning tools that support their language learning activities. Through a two-part participatory design study, we identify and compare the tacit and latent language learning needs of two different groups of Syrian refugees: a group in transition in Lebanon, and a group settling in Germany. The Syrian refugees we worked with in Lebanon are studying English to transition to another country with better living conditions. On the other hand, the Syrian refugees we worked with in Germany are trying to learn German to better integrate into German society. Our results show overlapping needs and specific needs for the two groups of refugees. We present our findings and discuss the opportunities and challenges for designing language learning tools to support the language learning activities of refugees.