<![CDATA[Code-switching is a common practice in bilingual classrooms. However, its role in virtual English Language Teaching (ELT) and how students perceive it remain under-explored. This study explores how English teachers use code-switching in virtual English Language Teaching (ELT) classrooms, focusing on its functions and how students perceive it. A mixed methods approach was employed, with the research conducted in two phases. In the quantitative phase, a Likert-scale questionnaire was given to 11 English as a Foreign Language (EFL) graduate students to establish their general attitudes towards code-switching. The qualitative phase involved conducting semi-structured interviews with five participants to gain deeper insights into their beliefs and experiences. The findings suggest that students generally approve of code-switching, considering it to be helpful for comprehension and communication without significantly hindering English acquisition. This suggests that, when used strategically, code-switching can enhance the effectiveness of virtual classrooms. The study highlights the importance of integrating statistical and thematic data to gain a comprehensive understanding of student perspectives in bilingual learning environments.]]>
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