The expansion of mobile wireless technology into education in recent decades has offered an incredible opportunity to design learning differently and to enhance students' learning experiences that extend beyond the typical teacher-led classrooms. Following the outbreak of COVID-19 and the subsequent closure of educational institutions around the world, distance/mobile learning has become a widely accepted form of information and communication technology-enhanced education. Given the infancy of technology-enhanced education at Iraqi educational institutions, this study was conducted to determine how Iraqi EFL learners preferred information and communication technology-enhanced education and how ready they were to adopt mobile learning for English learning purposes in higher education. This study also examined whether there were any significant differences in the learners' preferences and readiness for mobile learning considering their gender. Methodological triangulation was undertaken using a questionnaire and semi-structured interviews with some Iraqi EFL learners at four public universities so as to seek the research objectives. Descriptive analysis was used to analyze the data from the questionnaire. The data of the interviews were then analyzed using thematic analysis to identify and report the common themes of the two coders of the interviews. The findings revealed a plethora of evidence indicating learners' positive attitudes towards using mobile learning as a viable medium for language learning purposes in intra- and extramural situations, as it expanded the boundaries of learning beyond the limitations of traditional pedantic educational settings. Besides, no significant differences were found in the preferences and readiness of Iraqi EFL learners considering their gender for the adoption of mobile learning in higher education, though females liked mobile learning better than males.
