The most prominent writer about dialogue journaling is Joy Kreeft Peyton. I have not tried to meticulously reference this essay, because it attempts to synthesise and personalise a lot of what I took from Peyton's articles and books. Particularly useful are Peyton and Reed, 1990 and Peyton and Staton, 1992. Research into journal writing in general focuses in two areas. Firstly, its effect on young learners' comprehension or progression in their first language. Although journaling is seen as having a positive effect in general, specific reasons for success have not been isolated. Secondly, literature has focused on the effect of correction of journals on written accuracy, for both native

Dialogue journals can be valuable in all classes that focus on the four macro-skills, or in those that focus on reading or writing. This essay discusses just the three applications of dialogue journals in contexts that I expect to teach in. They can be used in a wide variety of other ways, including teacher training, as reading logs, as ethnographic tools or as tools for migrant adjustment. The literature identifies four main benefits of dialogue journals: student learning management, meaningful language use, student-teacher relationships, and critical literacy. I have attempted to show how these can apply to specific contexts.

Teaching English for No Obvious Reason is a term used to describe private adult classes, particularly in Asia, where the possible use of English is unclear. Most of the students are full-time employed, learning English in private time. In a TENOR class I would use a dialogue journal as an attempt to provide more meaning for students. Students often come into a conversation English class in a foreign country with diverse expectations, aim and ideas about language. Keen travelers mix with disinterested business people who are paid to be in the class. By using dialogue journals in the class I could help the students crystallise their goals and expectations of the class. It is possible to teach the same students in a TENOR class for a long time, so it would enable me to build up a solid relationship with individual students. Further, a dialogue journal would suit the rolling enrollment situation of many classes. I could get a sense of the students' levels and their progress by reading and looking back over the journals. TENOR classes are often marked with frequent absences, late and early arrivals and a desire for students to maximise their English time. Students could write in their journals after class and when they arrived early for class. The journal would provide a sense of continuity and progress. Since students may have no context in which they can use English, meaningful written language may be hard to replicate. A dialogue journal addresses this by adapting its content and form to the needs of a student.

In my immediate teaching career overseas I see three contexts that I will be teaching in. Young learners, probably in after school institutes; Teaching English for No Obvious Reason (TENOR) to adults after work; and teaching English for Academic Purposes to university undergraduates.

Some common words found in the essay are:
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Approximate Word count = 2633
Approximate Pages = 11 (250 words per page double spaced)