Learning English as a foreign language (EFL) has long been regarded a challenging task. Said challenge is clearly evident in the many studies attempting to delineate some of the major problems faced by EFL learners while trying to uncover both the sources and the solutions. This paper turns to the Vygotskian approach to language learning, in particular to sociocultural theory, to understand the learning of English as a foreign language. Herein, L2 learners receive interaction-based instruction to assist them in the social construction of knowledge. In other words, in the Vygotskian classroom, the learners' learning activities are mediated by the teacher's scaffolding of their Zone of Proximal Development (ZPD). This paper posits that manipulating the sociocultural context of the EFL classroom can help learners attain better communication, be trained in strategic orientation to learning, and, more importantly, become capable communicators in a social community.