For my students, being first-year students during pandemic when they could not directly engage with their peers and lecturer, to some extent, created learning anxiety. This anxiety was doubled when the students involved in composition class as most of them had a number of unfortunate circumstances that led them to have writing anxiety and difficulties. In this case, approving Mcleeod (in Macklin, 2016), many students had anxious feelings toward themselves as writers, their writing situation and their writing task. As a result, this affected their social emotional learning in a negative way. This study explores the merits of dialogue journals to support students’ SEL by taking data source from dialogue journal entries, observation and interviews. Under the framework of SEL, the readers can get theoretical and practical grounds of dialogue journal merits. In addition, the steps and the implementation are presented to inform readers practical guidelines on how to apply it in their context.  Furthermore, some obstacles are also reviewed to help readers prepare and suit dialogue journals use to support students’ social emotional learning.