<![CDATA[The development of artificial intelligence (AI) in the last five years has significantly changed the landscape of foreign language learning. This study aims to explore the shift in code-switching practices towards translanguaging in the context of AI-assisted English learning among English Education students at the University of Muhammadiyah Parepare. Using a qualitative case-study approach, data were obtained through semi-structured interviews and observations of 12 students from various semesters. Data analysis was conducted using open, axial, and selective coding to identify key themes related to students' experiences, perceptions, and adaptive strategies in using AI. The results of the study show that students no longer use two languages separately but dynamically integrate Indonesian and English to build understanding, expand vocabulary, and improve academic writing skills. Applications such as ChatGPT, Grammarly, Google Translate, and Duolingo act as digital translanguaging spaces that allow students to interact across languages flexibly and personally. Nevertheless, students still consider that AI cannot replace the role of lecturers in affective aspects and social interaction. This study confirms that AI functions not only as a technological aid but also as a linguistic mediator, shaping the way of thinking and language of the digital generation. The implications of this study highlight the importance of educators' roles in guiding the critical and reflective use of AI, as well as the need for a pedagogical approach that integrates translanguaging with technology-based learning.]]>
