<![CDATA[This study aims to examine the academic and emotional contribution of peer mentoring practices in the thesis writing process in students of the English Language Studies Program at IAIN Curup. This study uses a descriptive qualitative approach involving six final year students who act as mentors and mentees through purposive sampling techniques. Data were collected through semi-structured interviews and participatory observations, then analyzed using thematic analysis. The results of the study show that peer mentoring plays a significant role in helping students understand the feedback of the supervisor, improve their writing structure, and improve their understanding of research methodology and data analysis. In addition, peer mentoring also provides important emotional support, such as increasing students' motivation, confidence, and academic resilience during the thesis writing process. Collaborative interaction between mentors and mentees also encourages the exchange of ideas and the development of critical thinking skills. These findings confirm that peer mentoring is an effective and holistic strategy in supporting the successful completion of a thesis, both from academic and psychological aspects. Therefore, this practice can be considered as a supporting approach in the higher education environment to improve the quality and smoothness of the student thesis writing process.]]>
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