Students vary in intellect, competencies, and skill levels; likewise, their anxiety and enjoyment vary while learning a foreign language as a part of their study. It also depends on the perceived importance of learning a foreign language. Grounded in the sociocultural theory, the current study aims to determine the impact of strategy-based instructions and mindfulness on foreign language anxiety and foreign language enjoyment among the students learning French as a foreign language. Additionally, this study also investigates the moderating role of intercultural competence in between these suggested relationships. Using a longitudinal survey design and collecting data of 279 students studying at various Indonesian universities in 9 months' time frame, results revealed that strategy-based instructions and mindfulness were positively associated with students' foreign language anxiety and positively associated with their foreign language enjoyment. Moreover, the interactive effect of intercultural competence with strategy-based instructions and mindfulness was found to be decreasing the level of foreign language anxiety and increasing the foreign language enjoyment among the students learning French as a foreign language in Indonesian settings. Further, key policy insights and multiple theoretical and managerial implications along with future research directions are suggested.