Graphic organizers are widely used in teaching vocabulary and reading in both L1 and L2 classrooms in addition to glossing. It has been indicated by several studies (e.g., Lie, 2016) that students using a mobile-assisted concept-mapping vocabulary learning strategy do better and retain what they have learned longer than students who limit themselves to text-only strategies. The current short article reviews several studies that investigated the use of graphic organizers and their effects on learner performance in several contexts. The results of most studies have voiced the positive effects of graphic organizers in mainly reading and writing, in addition to remembering course content.