<p>This study investigated the effects of dialogue journal writing on writing anxiety and attitude among first-year students at Hawassa university, Ethiopia. A quasi-experimental design was employed, involving two intact groups assigned into experimental and comparison groups. To collect data for the study, pre- and post-writing anxiety and attitude questionnaires were administered to both groups. The participants in the experimental group were instructed writing through dialogue journal writing approach, whereas the comparison group was instructed to write conventionally. The data were analysed using a one-way Multivariate Analysis of Variance (MANOVA) and paired sample t-test, after checking that the necessary assumptions were met. Results revealed that the experimental group experienced lower writing anxiety and a more positive attitude towards writing compared to the comparison group. These findings suggest that dialogue journal writing is an effective approach in lowering EFL students’ writing anxiety and enhancing attitudes towards writing, highlighting dialogue journal writing as a vital tool to be integrated in EFL writing instruction. Therefore, EFL instructors are encouraged to employ dialogue journal writing in their teaching practices.</p>