<p>In recent years, there has been an increasing number of studies on the use of mind maps and learners' academic performance in second language (L2) learning. However, the results are generally divergent and have not been reasonably explained. Hence, this meta-analysis study set out to explore the overall effect of mind mapping on L2 learning performance and analyzed moderator variables to explain the differences among related studies. This research collected 68 relevant studies between 2006 and 2024, examining the effects of concept mapping on L2 learning. Results showed that instructional application of concept mapping had a large effecton L2 learning. Subgroup test and meta-regression analysis showed that concept mapping benefited L2 learners, especially ESL/EFL learners, across a broad range of learning contexts. L2 learners should be encouraged to use both paper-based and computerized concept maps. Cooperative or collaborative concept mapping application was shown to be more effective than individual concept mapping activities. Moreover, concept mapping suited better in productive skills learning than in receptive skills learning. This meta-analysis provides empirical evidence for implementing concept mapping in L2 instruction, particularly in collaborative ESL/EFL contexts.</p>