Since research on anxiety during students’ writing tasks has mostly been overlooked by studies on anxiety in the foreign language learning context, this study aims at filling this gap. It does so by assessing the effectiveness of students’ concept mapping regarding their anxiety in this learning context. . In this research, participants were classified into three different groups in a random way after completing a writing anxiety scale: concept mapping, idea listing, or an unrelated task. Results indicate that concept mapping functions as a positive influence for the quality of writing content, especially in the cases of low trait-level writing anxiety.