This study investigates Vietnamese pre-service EFL teachers' readiness for ChatGPT integration through the AI-enhanced TPACK framework. The research addresses two questions: (RQ1) How do Vietnamese pre-service EFL teachers' perceptions and readiness align with AI-enhanced TPACK requirements? (RQ2) What culturally responsive implementation strategies do they plan for ChatGPT integration? Employing an explanatory sequential mixed-methods design, data were collected from 247 pre-service teachers via questionnaires, followed by semi-structured interviews with 12 participants selected through maximum variation sampling. Statistical analysis revealed significant disparities between Content Knowledge (M=5.82) and Pedagogical Knowledge (M=5.64) versus Technology Knowledge (M=4.93). Factor analysis identified four primary barriers: technical infrastructure, institutional support, professional development, and time constraints, explaining 72.4% of implementation challenges. While 83.7% intended to use ChatGPT for instructional planning, correlation analysis showed integration intentions were moderated by institutional support (ΔR²=.14, p<.001) and self-efficacy (β=.53, p<.001). Qualitative findings revealed hybrid implementation approaches emphasizing preparatory rather than real-time use, with cultural adaptation as a central concern. The study demonstrates that successful ChatGPT integration in Vietnamese EFL contexts requires addressing both technical competencies and culturally responsive pedagogical applications.