AI-assisted language learning for visually impaired learners: efficiency, perceptions, and challenges

The integration of artificial intelligence (AI) into education is expanding, yet its effectiveness in supporting visually impaired learners, particularly in language acquisition, remains underexplored. This study investigates the impact of AI-assisted language learning on English proficiency, motivation, and engagement among visually impaired learners in Iran. Thirty participants (aged 18–30) from two language centers were purposively assigned to an experimental group (AI-supported instruction) or a control group (traditional instruction). A mixed-methods design was employed: quantitative data from pre- and post-tests, a Classroom Engagement Scale, and a Motivation Questionnaire were analyzed using paired-samples t-tests and Cohen’s d; qualitative data from semi-structured interviews were examined through thematic analysis. Results showed significant gains for the experimental group in proficiency (d = 1.6), motivation (d = 2.4), and engagement (d = 2.9). Interviews confirmed these benefits, emphasizing personalization, interactivity, and enhanced learner autonomy. Challenges included speech recognition accuracy, interface navigation, and initial adaptation. Overall, findings suggest that AI-supported instruction can substantially enhance language learning for visually impaired learners, though refinement of accessibility features is critical for maximizing its potential.