Relating EFL university students' mindfulness and resilience to self-fulfilment and motivation in learning

Given the prominence of mindfulness in educational settings and the fact that little attention has been given to this concept in foreign language learning, the present study sets out to explore the influence of mindfulness and L2 resilience on Iranian EFL (English as a foreign language) learners' self-fulfilment, and L2 motivation. To meet this objective, 221 EFL learners were recruited to participate in this study. They were asked to respond to the Langer mindfulness scale (LMS), L2 resilience inventory, measurement of actualisation of potential (MAP), and motivation scale. Afterwards, structural equation modeling (SEM) utilising the LISREL 8.50 statistical package was exploited to shed light on probable relationships. The findings demonstrated that mindfulness is a positive and consistent predictor of self-fulfilment and resilience and also exerts positive influence on L2 motivation both directly and indirectly via its effect on self-fulfilment. Resilience was positively and significantly associated with self-fulfilment. Resilience has a positive relationship with L2 motivation, both directly and indirectly via self-fulfilment. In addition, it was found that L2 motivation was predicted by self-fulfilment positively and significantly. Taken together, the pivotal role of mindfulness in language learning was demonstrated, and according to the findings, some suggestions are put forward regarding the implications of the study.