This study explores how group processes, such as group cohesiveness and group norms, influence an individual EFL learner's motivation. The uniqueness of this research lies in shifting the focus from an analysis of the individual's experience being seen as apart from the group to considering the individual's experience in relation to the social interactions within the group. Questionnaires were administered to 152 Taiwanese university students from the English Department of a university in Taiwan. The results from the questionnaires show that there was a slight to moderate correlation between group processes (group cohesiveness and group norms) and students' level of motivation (self-efficacy and autonomy). A dozen students who participated in this study were asked to share more information in semi-structured in-depth interviews. During those interviews, several students commented that their learner class group was indeed important to their learning, as associating with more motivated classmates and classmates with whom they get along does positively influence their own motivation. On the other hand, being in a class group of stolid learners who are unresponsive and show little interest or concern for each other could de-motivate an otherwise motivated learner. (Contains 8 tables.)