As indicated in the study by Tajmel and Starl (2009), Vygotsky can be considered the leading, most progressive representative, and the greatest supporter of the social constructivism theories and concepts. “Two important concepts for Vygotsky are thought and language” (Tajmel & Starl, 2009, p. 181). This means that the child begins to understand the meaning of cultural patterns he/she encounters in the process of using language and thinking about the events that happen around with regard to the language patterns and situations in society. From Vygotsky’s perspectives, the learning and development are reviewed in the context of social learning and can be understood with the help of the language acquisition paradigms. The abbreviation ZPD refers to zone of proximal development explained by Vygotsky through the relationship between the actual level of development and potential level of development in the process of problem solving based on adult guidance or “in collaboration with more capable peers” (Tajmel & Starl, 2009, p. 181). In other words, the zone of approximate development can be found out when a student is assessed comparing to other students of the same age and similar skills. The main principles of development and learning indicated by Vygotsky include scaffolding, social environments, and collaboration between a teacher and students or guidelines as the method to advance learning. In terms of Vygotsky’s concept, Pinter (2006) claims that all pupil’s learning take place through conversations with social interactions introducing a perfect theory for theme-based learning because the themes suggest social context in which different language patterns occur. Scaffolding is regarded as one of the major roles of a teacher in class with regard to the constructivist theory of education used for language acquisition instruction (Jonassen, 1999). In addition, the scaffolding is viewed as the method which changes the support level the teacher provides to mentor students. In the lesson plan, interaction patterns clearly illustrate how pupils and teacher work together. Collaboration between students and teacher is regarded as one of the integral parts of educational activity in terms of constructivism theory where a teacher should mentor students in a democratic manner (Jonassen, 1999). Vygotsky (1978) believes that the knowledge is gained through practical implementation of certain theory. In other words, experience is the main way to learn something. This constructivist approach suggest a good background for the theme-based learning activities because students can learn new concepts (in this case, students acquire a foreign language and learn new vocabulary units and language patterns) through some hypothetical situations. The study by Piaget and Inhelder (1969) also reviews the knowledge acquisition as the practical activity that takes place in specific learning environments. The advantages of pair work and group work were discussed in different studies (Doff, 1988; Martine, n. d.). As such, Doff (1988) claims that more active involvement and higher level of interest are the main advantages of using group work and pair work (p. 140) while Martine (n. d.) lists such advantages as “more secure and positive classroom atmosphere” and “increase [of] students’ talking time” (p