A substantial body of research has established that Arab English as a Foreign Language (EFL) students generally hold positive attitudes towards classroom code-switching (CS). However, these attitudes are not monolithic, and existing studies frequently examine them in relation to isolated variables, focusing predominantly on the descriptive, pedagogical functions of CS. This paper adopts a more nuanced sociolinguistic lens by investigating the complex, interactive relationship between three key variables: self-perceived English proficiency, foreign language classroom anxiety (FLCA), and students’ academic identity/disciplinary affiliation. Drawing on a sequential explanatory mixed-methods design, quantitative data were collected via an adapted psychometric survey from Arab university students (N = 510) across distinct academic majors (Language-related vs. STEM fields), followed by semi-structured qualitative interviews (n = 40). The results show that while overall attitudes toward CS remain highly positive (M = 3.69), attitudes are heavily nuanced across cognitive and interactional dimensions. Hierarchical regression analysis revealed that foreign language anxiety was the most potent predictor of positive attitudes (?= .298, p < .001), whereas self-perceived proficiency yielded no significant main effect. Crucially, significant interaction effects emerged: the positive relationship between anxiety and favorable CS attitudes was significantly stronger for high-proficiency students (? = .102, p = .018$) and for STEM majors (? = .167, p < .001). Qualitative thematic analysis illuminated these interactions, revealing that language-related majors view CS through an analytical, identity-legitimizing lens, whereas STEM majors adopt a strictly instrumental perspective driven by content-access needs and evaluative anxiety. These findings challenge rigid, institutional "English-Only" policies and offer an empirical foundation for strategic, planned translanguaging frameworks within higher education in the Arab world.
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