This study intended to investigate the effects of audiotaped dialogue journals on reducing students’ speaking anxiety. Initially, 18 Spanish majors at Tamkang University volunteered to participate in the recording project; nevertheless, only 11 of them completed the project. During the course of the project, the participants recorded journal entries every week for three minutes and turned them in to the researcher. After listening to students’ recordings, the researcher recorded feedback and returned it back to the students. The instrument of the study included a questionnaire, students’ audiotaped journal entries, and one-on-one interviews. At the end of the project, all of the participants, including the dropouts, were interviewed individually. In addition, the 11 participants were asked to fill out a questionnaire. From the results of the questionnaires, students’ responses in the interviews, and the researcher’s observation, most of the participants’ anxiety in speaking English was lowered down after the audiotaped dialogue journal project. Oral dialogue journals created a comfortable, low-anxiety environment for the participants to speak up and practice speaking English. As students build competence, their confidence was also reinforced. The recording project could serve as a first step toward face- to- face communication. Results of the study revealed that oral dialogue journals might be a good way for the students to improve speaking skills. In a nutshell, the researcher was convinced that audiotaped dialogue journals could be served as a foundation for real-life communication and through them; students are able to practice speaking in a less anxious manner. Pedagogical implications and suggestions for future research were also discussed in the study.