Resilience in a general sense refers to the positive adaptation in response to difficulties. For over forty years, resilience has been asserted by scholars in psychology as pivotal to human achievement and development in the face of adversity. Research into this concept has also expanded to manifold fields including education where it is identified as one of the determinants enabling learners to deal with challenges and succeed in learning. Despite its significance in human development and education, the concept appears to be under-researched in the field of second/foreign language education (Kim, Kim, & Kim, 2018; Oxford, Meng, Yalun, Sung, & Jain, 2007). This presentation focuses on my visualisation of the concept of foreign language learner resilience (FLLR) drawing on a perspective of Complex Dynamic Systems Theory (CDST) (Larsen-Freeman & Cameron, 2008). It begins with a brief review of the concept of resilience, followed by a discussion on the need for a conceptualisation of resilience in the context of English learning at the university level in Vietnam. It continues by providing models developed over stages of conceptual clarification, in line with the processes undertaken during my doctoral research. The presentation concludes with theoretical and practical contributions the development of FLLR model makes to the field and suggestions implications for improving English teaching and learning at the university level in Vietnam.