Abstract
People learn and remember more effectively and efficiently through the use of texts and visuals than through texts alone. This paper explores the potential of infographics in aiding vocabulary learning and retention among Arab English as a foreign language (EFL) learners. The paper adopts a quasi-experimental two-group pretest-post-test-delayed test design. A total of 41 Arab EFL learners participated in this study. The experimental group was taught vocabulary using infographics for 10 weeks, whereas the control group was taught using the traditional way of instruction. Infographic materials were designed to teach the students' course "Vocabulary I," where the syllabus modules were fully converted into infographics during the whole semester. Vocabulary knowledge was assessed using two recognition vocabulary tests, word definition, and word grammatical measures, that were administered before the intervention, immediately after the learning session's completion, and at a delayed time (4 weeks after the whole treatment). An oral interview was used to gauge the learners' production knowledge of vocabulary. In addition, a questionnaire was utilized to examine the learners' perceptions toward using infographics for learning EFL vocabulary. Results showed a significant difference between the scores of the groups in favor of the experimental group in vocabulary recognition knowledge and vocabulary production knowledge over the immediate run and the long run. Moreover, the participants in the experimental group showed high perceived usefulness of learning with infographics. Pedagogical implications and recommendations for future research were also proposed.