This study explores the impact of dialogue journal writing on the writing performance of English Translation students in both virtual and traditional education at Payame Noor University, Iran. A sample of 150 undergraduate students was selected using convenience sampling. After administering the Oxford Placement Test to ensure homogeneity, 120 students who scored one standard deviation above and below the mean were chosen for the study. These students were divided into two experimental groups and two control groups. The study employed a pre-test/post-test design using writing tests to measure changes in performance. Peyton's guidelines were followed to ensure consistent dialogue journal writing entries. Analysis showed a significant increase in the writing performance among students who engaged in dialogue journal writing in both virtual and traditional education. The findings confirm that dialogue journal writing effectively enhances writing skills among virtual students more than traditional students. Language teachers can use this method to boost student engagement and improve writing skills, especially in virtual learning contexts. Future research should investigate the effects of dialogue journal writing on different demographics and other language skills. These insights highlight the potential of dialogue journal writing as a valuable tool for language teachers to improve educational outcomes in language classrooms.
