A dialogue journal is a series of collaborative, ongoing reflections between a teacher and a student, interacting in a forum of written, informal "conversation". Used at all levels ranging from K-12 to post-graduate contexts and in disciplines such as language, history, biology, mathematics, and teacher education, dialogue journals have received considerable research attention. The present study aims to capture and interpret learners' own perspectives of the role of dialogue journals in their second language (L2) classes. Moreover, this study recognizes learners as active participants in, and evaluators of, their own learning process. As such, it explores dialogue journal writing as a useful forum for necessary and meaningful collaboration between teachers and learners by focusing both on learners' journals as well as their own insightful evaluations of their journals.