This study investigates EFL pre-service teachers' perceived readiness to utilize Technology-Enhanced Language Learning (TELL) during their teaching practicum, and identifies the factors influencing this readiness. A qualitative survey research design was employed, collecting data from 25 EFL pre-service teachers at UIN Walisongo Semarang who had completed their teaching practicum (PLP 2), through open-ended questionnaires. The findings indicate that participants generally possess a foundational understanding of TELL as the integration of digital tools and platforms, recognizing its benefits for enhancing learning effectiveness, student engagement, and providing flexible learning access. While a substantial number express high readiness, often attributed to their teacher preparation programs and prior digital exposure, some reveal partial readiness, citing the need for more hands-on practice and exploration. Key challenges include limited school facilities, such as internet connectivity and device availability, and varying levels of digital literacy among both pre-service teachers and students. Additionally, concerns were raised about potential over-reliance on technology leading to reduced critical thinking and direct interaction. These insights highlight the ongoing need for teacher education programs to provide comprehensive training that addresses both pedagogical and technical aspects of TELL, and for institutions to offer robust support to ensure effective and balanced technology integration in future language classrooms