Abstract: The present qualitative systematic review has synthesized the correlates, research methods, and research implications of foreign language learning resilience (FLLR hereinafter) based on a multisystemic resilience model. A total of 41 FLLR related research papers published on the Social Science Citation Index (SSCI) journals were gleaned and analyzed over the past 22 years. The results show that: First, the correlational research on foreign language learning resilience and motivational-related factors has garnered more attention compared with others. Second, empirical research has gained traction. The quantitative methods take precedence, followed by mixed methods. Besides, the qualitative research methods have been increasingly valued. Third, studies on FLLR mainly focused on the role that foreign language teachers play in enhancing FLLR. This study has drawn conclusions, emphasizing that future studies on FLLR should adopt a post-constructive perspective to analyze FLLR by exploring the role of narratives and other social-cultural-oriented interventions in building FLLR. Besides, it also envisions that the concerted efforts of home, school and community might contribute to enhancing FLLR.