<p>Peer learning, grounded in Vygotsky’s social constructivism, fosters students’ collaborative learning and cognitive development. While extensively studied in traditional settings, its role in AI-assisted environments is underexplored. This study investigated the effects of peer learning through prompt sharing on students’ prompt literacy, critical thinking disposition, and speech writing quality in AI-assisted contexts. Second-year English as a foreign language (EFL) students were randomly assigned to a control group (CG) receiving traditional instruction and an experimental group (EG) incorporating peer learning through prompt sharing. A mixed-methods approach employed validated scales to measure changes in prompt literacy, critical thinking disposition, and speech writing quality, followed by semi-structured interviews for qualitative insights. The results indicated that the peer learning approach significantly enhanced students’ prompt literacy. However, no marked differences were found between the two groups in speech writing quality or critical thinking disposition. Qualitative data revealed positive perceptions of peer learning through prompt sharing, suggesting potential indirect benefits on critical engagement. Rooted in social constructivism, this study underscores the value of hybrid pedagogies that integrate collaborative methods with AI instructional scaffolding. The implications extend to curriculum design, teacher professional development, and the ethical integration of AI across diverse global contexts, promoting equitable development of digital competencies.</p>