在香港高校的全英文教學環境下，學術英語技能對許多學生來說是一個挑戰。因此，學生對英語寫作指導的高需求使得朋輩輔導成為彌補教學資源不足的重要選擇。對朋輩輔導中輔導語言研究（同時使用第一語言L1和第二語言L2）的諸多成果已經為提高學生的英語寫作和溝通能力奠定了堅實的基礎，但用於檢驗朋輩輔導在全英文教學環境（即僅使用L2）中的輔導效果的實證研究仍然有限。因此，本研究分析了朋輩輔導在一個（英語）寫作諮詢項目中的效果。在全英文教學的大學環境下，這個項目為現有的英語寫作輔導起到了彌補教學資源不足的作用。本研究採用了多重檢核的研究方法，建立了360度監控和評估機制。在項目的各個實施階段，監管其進度和有效性。研究結果表明，朋輩導師在學生和課程教師之間起著關鍵的仲介作用。這表明了該寫作諮詢項目不僅滿足了非英語母語學生對寫作指導的需求，而且促進了朋輩導師的個人整體成長，增強了他們對語言知識的有意義使用。

Academic English skills have been challenging for many students in English-medium universities in Hong Kong. Thus, the high demand for writing assistance has made peer tutoring an essential alternative to make up for the inadequate teaching resources. Extensive research on the language use (using both first language L1 and second language L2) in peer tutoring has laid a solid foundation in improving English writing and communication skills, yet limited empirical studies are available to examine the effects of peer tutoring in an English-medium (L2 only) context. The present study analyzes the effects of a writing consultation project to complement the existing English writing support services offered on English-medium university campuses. The study employs a triangulated approach in which a 360-degree monitoring and evaluation mechanism was set up to regulate the progress and effectiveness of the project at different implementation stages. Findings demonstrate that peer tutors play a key intermediary role between tutees and course teachers, suggesting that the project not only met the writing needs of non-native English-speaking students, but also fostered tutors’ whole personal growth and enhanced the meaningful use of their linguistic knowledge.