Abstract
This study purposed to examine the impact of using infographics in teaching EFL learners writing skills. It also aimed to investigate the impact of infographics in minimizing writing anxiety. To achieve those goals, the research was conducted on 66 third-grade students at one of the middle schools in the Aseer region in Saudi Arabia. Students were enrolled in two groups, where one group represented the experimental group, and the other represented the control group.  Adopting a pretest-posttest experimental group design, the test and the anxiety survey were administered to both groups. Following the treatment assigned to the experimental group, the posttest, and the anxiety survey were administered to both groups. Results revealed significantly higher performance in writing in favor of the experimental group. Further, the infographics have significantly decreased students' writing anxiety. Based on the results of the study, teachers are encouraged to incorporate infographics into their teaching, and they should train their students to create their infographics.