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Hong, Young-Suk. 2012. An Effective Peer Grouping in SLL Drawn on Vygotskian Perspective of Peer Interaction. Journal of Linguistic Studies 17(3), 109-126. This paper examines the effects of peer interaction on children’s development, specifically on second language learning in elementary school settings through a literature review. There is a problem to hinder peer interaction in choosing partner, caused by language ability and socio- economic differences. This paper proposes a solution for the problem of active peer interaction during EFL (English as a Foreign Language) classes by investigating the effective ways of group making. I draw on the Vygotskian concept of peer interaction stated as ‘collaboration with more capable peers’ for providing some implications in making groups in the classroom examining several study results. I suggest that teachers should pay more attention to the affective factors such as motivation, emotion, and involvement when they make up peer grouping for activating peer interaction on children’s language learning. I look to Vygotsky not only for the theoretical framework through which to examine these affective factors, but also as a model for teachers who instill confidence in their students by offering caring support. (Jungwon University)