This study investigates the influence of peer pressure on students’ willingness to participate in English language learning classrooms and identifies the type of peer pressure that has the most impact. The research employed a quantitative correlational design with a sample of 61 students from the English Education Department at UIN Ar-Raniry, selected through purposive sampling. Data were gathered using two modified questionnaires: the Peer Pressure Questionnaire–Revised (PPQ-R) and the Willingness to Verbally Communicate in English Classrooms scale. Both instruments used a four-point Likert scale and demonstrated high reliability (α = 0.729 for peer pressure and α = 0.886 for willingness to participate).The results of the bootstrap regression analysis revealed that peer pressure significantly and positively influences students’ willingness to participate in English learning activities (B = 0.389, p = 0.010), with a 95% bias-corrected and accelerated confidence interval of 0.139–0.627. Regarding the second research question, the analysis indicated that positive peer pressure—particularly peer encouragement, active participation by classmates, and supportive group norms—was the most influential type. Students reported feeling more motivated and confident when their peers encouraged them or modeled active engagement. The study concludes that fostering positive peer interactions can enhance students’ confidence and motivation to participate in English learning. It is recommended that educators create supportive classroom environments that promote constructive peer influence and reduce negative social pressures.