Chinese EFL Students with Special Needs Perceptions About the Emotional Toll of AI-Mediated Education

The adoption of different Artificial Intelligence (AI) tools and technologies has recently permeated into various education contexts. However, the emotional consequence of using such tools has not received sufficient attention in special needs education. To address this gap, the present research delved into the emotional toll of AI-mediated second/foreign language (L2) education from the perspective of students with special needs. A group of 25 Chinese English as a Foreign Language (EFL) students with special needs participated in online interviews. The results of thematic analysis demonstrated four main emotional tolls of AI-mediated L2 education in special needs education. It was specifically found that AI adoption led to negative emotions, social isolation, cognitive overload, and parental pressure on students with disabilities L2 learners. The study highlights emotional factors in AI-mediated education and calls for professional training and support for educators in special needs education.