The aim of this current research is to analyse the aims of studies on mind mapping in EFL context through a systematic review research and to present the benefits and challenges of mind mapping in this field. In the research, a total of 31 studies made up of articles, published between the years of 2007-2017 were chosen in line with a set of criteria. The systematic review of research on mind mapping in EFL context was performed using the following computerised databases: ERIC Education, EBSCOhost, ScienceDirect, Scopus, and Web of Science (WOS). Each study was examined in accordance with Tesch’s eight steps within the context of the aims of the studies, the advantages and challenges of using mind mapping in EFL context. The obtained data were interpreted using descriptive analysis, percentages, and frequencies through tables. Based on the findings of this study, it may be pointed out that mind mapping in the context of teaching/learning a foreign language especially has a considerable effect on language learners in the course of language learning in classroom-based instruction.