This article aims at reflecting on group dynamics of the members of an English classroom. For this purpose, we present part of some research results focused on the students' perceptions about their group process, its influence on their process of language learning and also how they perceive an English learning classroom group as a facilitator of the learning process. The results of this study suggest that the classroom group and its development are factors that can influence the target language learning process. The results are, therefore, indicative of certain conditions in which language group development happens from its start to its finish, as well as aspects that interfere in this process.
group dynamic; group process; stages; English learning