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Second language (L2) acquisition is a complex, multidimensional process influenced by cognitive, affective, and socio-cultural factors (Dörnyei, 2009). For many learners, the journey to L2 proficiency is accompanied by numerous obstacles, including linguistic challenges, cultural adaptation pressures, and psychological stressors (MacIntyre & Gregersen, 2012). The globalized world has heightened the importance of mastering additional languages for effective intercultural communication; however, L2 learners frequently struggle to achieve the level of proficiency required to operate effectively in culturally diverse environments (Earley & Ang, 2003). As such, researchers and educators are increasingly interested in identifying factors that not only predict L2 success but also empower learners to cope with the stress and challenges associated with language learning. Among these factors, cultural intelligence (CQ) has emerged as a critical competence for L2 learners. Defined as an individual’s capability to function effectively in multicultural situations (Earley & Ang, 2003), CQ encompasses a set of skills and attitudes—such as awareness of cultural differences, empathy, and adaptability—that facilitate positive interactions across cultures (Earley & Ang, 2003). Several studies suggest that learners with higher CQ are more adept at navigating cultural nuances and adapting to the target language environment, which enhances language acquisition and overall communicative competence (Crowne, 2013; Ward et al., 2009). Despite this, CQ alone does not guarantee success; it is also essential for learners to demonstrate resilience to persevere in the face of adversity. Resilience, broadly defined as the ability to adapt positively despite challenges, has been recognized as a vital asset for language learners who often encounter frustrations, setbacks, and cultural dissonance (Hiver & Sanchez-Solarte, 2022; Masten, 2001; Kim & Kim, 2021). High resilience allows learners to overco