This thesis deals with using visual organizers as scaffolds in teaching English as a foreign language (EFL). Based on the findings of scientific researches, the review of literature explicates the effectiveness and fruitfulness in employing visuals organizers in EFL instructions. It includes the five following components. First, visual organizers are defined as visual or graphic means which are formats for organizing information and ideas graphically. EFL teachers should recognize the learners' "Visual/Spatial Intelligences" and take advantage of this sensorial preference in creating new curricula. Secondly, this thesis emphasizes that the applications of visual organizers that can create a social and communicative environment in an EFL classroom. Thirdly, it accentuates the implementation of visual organizers as motivators for children to acquire English in an interactive way. Lastly, besides underlying the prominent advantages of involving visual components in EFL instructions, this thesis demonstrates certain visual organizers strategies for EFL teachers to incorporate effectively and productively as lifelike aids in language lessons. Appended are: (1) Multiple Intelligence Planning Question figure; and (2) Six principles regarding foreign language teaching based on psychological studies addressed by Grittner (1997). [M.S.Ed. Thesis, University of Bridgeport.]