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.