<![CDATA[Digital storytelling has become an increasingly common approach in English language learning because it combines technology with meaningful learning experiences that may support learners' engagement and reading comprehension. Although its use is growing, the role of code-switching as an integrated linguistic scaffolding strategy within digital story-based learning has received limited empirical attention. This study explores how sixth-grade students perceive and experience code-switching during Zoom-based English learning through interactive digital stories. A qualitative research design was employed, involving sixth-grade students at SDN Jemursari 1 who had participated in Zoom-based English classes using four familiar Indonesian folktales. Data were collected through semi-structured interviews and analyzed using reflexive thematic analysis across three analytical dimensions: digital story-based learning, code-switching, and language scaffolding. The findings indicate that familiar digital stories were associated with sustained attention and engagement during online learning, and that students perceived code-switching as a purposeful pedagogical support rather than a language-learning deficiency. The contribution of this study lies in conceptualizing code-switching as a software-integrated linguistic scaffolding mechanism embedded within digital story-based learning, extending earlier perspectives that primarily framed it as a teacher-mediated classroom practice]]>
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