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As the theory of learning has been shifted to socioconstructivisim, which focuses on knowledge building through social interaction, the concepts of learning by interaction, learning by doing, and scaffolding and collaborative work have received intensive attention from educators. This phenomenon also affects the field of Second Language Acquistion (SLA). For years, many teachers and stakeholders in this field have been trying to incorporate socioconstructivist concepts into teaching a second or foreign language and various teaching methods have been developed to improve learning. Technology has the potential for providing collaborations and social interactions, which are important constructs of socioculturalism. Technology allow students to construct their knowledge of the target language via access to large amounts of authentic materials and meaningful interaction between teachers and their peers, and even native speakers of the target language. It is no wonder that technology has expanded the opportunities that socioculturalism can offer in SLA, both in and out of class contexts. The purpose of this article is to make a bridge between a current learning theory, socioculturalism, and the use of technology to enhance the beneficial effects of constructs of socioculturalism, i.e. Zone of Proximal Development (ZPD), scaffolding, interaction, intersubjectivity, negotiation of meaning and mediation. Thus, important constructs of socioculturalism will be presented at the beginning of the article; collaborative language learning, Inquiry-based and task-based language learning will be discussed as a reflection of those constructs in language learning; and finally, two sample activities, WebQuest and Computer-Supporttive Collaborative Learning (CSCL), will be suggested as good practices in approaching technology in SLA through the socioconstructivist perspective.