This study investigates the interplay among burnout, resilience, and engagement among 413 Chinese senior high school EFL learners using a mixed-methods approach. Quantitative analysis with structural equation modeling (SEM) revealed a reciprocal relationship between these constructs. Burnout was negatively associated with both resilience and engagement, explaining 28.6% and 33.3% of their shared variance, respectively. Resilience and engagement were positively correlated, sharing 70.6% of their variance. Qualitative interviews with 15 students supported these findings, specifying the roles of each construct. The study highlights the theoretical and practical implications of these findings, suggesting future research directions. Burnout, defined as emotional exhaustion, cynicism, and reduced efficacy, negatively impacts EFL performance. Resilience, the ability to adapt to stress, enhances engagement and protects against burnout. Engagement, a positive, fulfilling state of mind, is linked to academic success and well-being. The Conservation of Resources (COR) theory explains these relationships, suggesting that burnout results from resource loss, while engagement stems from resource gain. Resilience acts as a key resource to manage resource changes. The study found that burnout and resilience are reciprocally related, with higher burnout levels reducing resilience and vice versa. Similarly, burnout and engagement are reciprocally linked, with higher burnout levels decreasing engagement. Resilience and engagement also show a reciprocal relationship, with higher resilience levels enhancing engagement and vice versa. Qualitative data revealed that students use social and metacognitive strategies to mitigate burnout and enhance engagement. Engagement was found to alleviate burnout, though this was less evident in the data. The study underscores the importance of fostering resilience and engagement in EFL learning to reduce burnout and improve performance. Educators should provide interventions to create a positive feedback loop, focusing on stress reduction, self-efficacy, and supportive learning environments. The study also highlights the need for further research on the causal relationships and mediating factors among these constructs.This study investigates the interplay among burnout, resilience, and engagement among 413 Chinese senior high school EFL learners using a mixed-methods approach. Quantitative analysis with structural equation modeling (SEM) revealed a reciprocal relationship between these constructs. Burnout was negatively associated with both resilience and engagement, explaining 28.6% and 33.3% of their shared variance, respectively. Resilience and engagement were positively correlated, sharing 70.6% of their variance. Qualitative interviews with 15 students supported these findings, specifying the roles of each construct. The study highlights the theoretical and practical implications of these findings, suggesting future research directions. Burnout, defined as emotional exhaustion, cynicism, and reduced efficacy, negatively impacts EFL performance. Resilience, the ability to adapt to stress, enhances engagement and protects against burnout. Engagement, a positive, fulfilling state of mind, is linked to academic success and well-being. The Conservation of Resources (COR) theory explains these relationships, suggesting that burnout results from resource loss, while engagement stems from resource gain. Resilience acts as a key resource to manage resource changes. The study found that burnout and resilience are reciprocally related, with higher burnout levels reducing resilience and vice versa. Similarly, burnout and engagement are reciprocally linked, with higher burnout levels decreasing engagement. Resilience and engagement also show a reciprocal relationship, with higher resilience levels enhancing engagement and vice versa. Qualitative data revealed that students use social and metacognitive strategies to mitigate burnout and enhance engagement. Engagement was found to alleviate burnout, though this was less evident in the data. The study underscores the importance of fostering resilience and engagement in EFL learning to reduce burnout and improve performance. Educators should provide interventions to create a positive feedback loop, focusing on stress reduction, self-efficacy, and supportive learning environments. The study also highlights the need for further research on the causal relationships and mediating factors among these constructs.