本研究聚焦同侪压力，突破传统的消极心理学视域，在积极心理学指导下考察同侪压力对大学生的英语学习态度存在何种影响。基于134个实验数据，本研究发现：第一，同侪压力对大学生英语口语学习度具有积极影响，主要体现于学习兴趣、目标清晰度、适应性方法、知识面、话语能力、知识储备以及学习动机强度等七个方面获显著提升；第二，同侪压力对学习态度变化具有高达45％的解释度，可作为教学策略引导学习者呈现理想的外语学习行为，但在实操中应保障群体在外语基础、学习目标及学习需求等方面的同质性。研究为高校外语教学实践者利用压力情境良性干预大学生英语学习提供重要启示。

This study focuses on peer pressure, breaks the traditional perspective of negative psychology, and examines the positive influence of peer pressure on college students’ EFL learning attitude under the guidance of positive psychology. Based on the teaching experiment of 134 sample data, this study finds that affected college students’ EFL learning: first, peer pressure positively, which is mainly reflected in seven aspects of interest , goal clarity, adaptive methods, knowledge sphere, discourse competence, knowledge reserve and learning motivation; second, peer pressure can explain up to 45% of the changes in oral English learning attitudes, which can be used as a teaching strategy to guide EFL learners to present ideal learning behaviors, but in practice, it is necessary to ensure the homogeneity of the group in terms of language foundation, learning goals and learning needs. The research provides important enlightenment for college EFL teachers to positively intervene in college students’ EFL learning with situational stress.