This study examines the educational and interpersonal benefits of dialogue journal writing within the Cambodian context. The research plan involved, first, a thorough survey of the literature on journal writing, which then provided the theoretical framework for the construction of hypotheses. These hypotheses asserted that dialogue journal writing brings about educational as well as interpersonal benefits. In educational terms, this task enables learners to attain proficiency in speaking, reading and writing, gain functional competence, and develop critical thinking skills. In interpersonal terms, dialogue journal writing helps in the development of the relationship between the teacher and the learner and offers a source of cultural information. The next stage involved assigning and collecting the journals and then analysing them to check for the presence of particular features which were asserted to bring about the benefits as stated in the hypotheses. The writer conducted her research with a class of Cambodian students at Phnom Penh University. Within the journals of the eighteen learners, most of these features were discovered, thus supporting the hypotheses that journal writing offers particular educational and interpersonal benefits. Where the features were absent or variant, explanations for this based on the culture of the learners, the conditions of the country during the period of the study, and the culture of the teacher were offered. Finally, the writing in the dialogue journals of the subjects provided strong evidence that dialogue journal writing offers learners a scope for genuine studentteacher communication and for personal communication and mutual understanding between each individual student and teacher.