This study explores the interplay between the ideal L2 self, mindfulness, academic buoyancy, and foreign language achievement (FLA) among intermediate-level English as a foreign language (EFL) learners in Iran. Utilizing Structural Equation Modeling (SEM), data from 347 participants revealed significant relationships among these constructs. The ideal L2 self was found to have a direct positive effect on FLA, supporting the L2 Motivational Self System framework. Although mindfulness did not show a direct significant effect on FLA, it indirectly influenced FLA through academic buoyancy. Academic buoyancy mediated the relationships between both the ideal L2 self and mindfulness with FLA, highlighting its crucial role in academic resilience. These findings suggest that fostering a strong ideal L2 self and integrating mindfulness practices can enhance academic buoyancy, thereby improving language learning outcomes. The implications of this study for theory and practice highlight the importance of resilience-building and motivational strategies in language education. Limitations and directions for future research are also discussed.
