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The importance of autonomous learning is well established in the literature. One example is to visit an L2 environment and practice through authentic interactions. Some universities have on-campus English lounges for such purposes. However, visiting these environments can be challenging for low-proficiency students due to anxiety. This study investigates how students are empowered by making visits in groups, while examining how their experiences contributed to the processes of cohesive group formation, group goal setting, and role modeling, which generated motivation for their subsequent visits. Questionnaire results as well as students’ reflection journal extracts will be presented to exemplify these processes.