University of Isfahan Applied Research on English Language 3134-0644 15 3 2026 07 01 Exploring EFL Learners’ Perceptions of Capital in AI-assisted Academic Writing: An Investment Model Perspective 139 178 30638 10.22108/are.2026.148843.2741 EN Zohreh Parsamajd Department of English, Faculty of Literature, Alzahra University, Tehran, Iran Seyyedeh Fahimeh Parsaiyan Department of English, Faculty of Literature, Alzahra University, Tehran, Iran 0000-0003-1781-2948 Journal Article 2026 05 13 Drawing on Darvin and Norton’s (2015) Investment Model, this qualitative study explored how Iranian undergraduate non-English majors perceive the role of GenAI tools in mediating access to different forms of capital and shaping their investment in English academic writing. Qualitative data were generated from 75 participants across diverse academic disciplines through 65 written interviews, 10 semi-structured oral interviews, and 10 reflective diary reports, and were analyzed using Braun and Clarke’s (2006) Reflexive Thematic Analysis (RTA). The analysis revealed six themes, representing that the learners’ investment in AI-assisted academic writing was mediated through multiple forms of capital. The analysis of the data indicated that GenAI functioned as a source of pedagogic-material capital by providing instructional support, linguistic feedback, and reusable writing resources that facilitated academic writing, although participants also recognized the need to critically evaluate AI-generated outputs. AI further enhanced psychological capital by increasing writing confidence and reducing anxiety, while raising concerns about overreliance, diminished authorial voice, and reduced independent learning. Embodied capital, including English proficiency, prompt-crafting skills, disciplinary knowledge, and AI literacy, shaped the learners’ ability to engage critically with AI. AI also reconfigured social capital by fostering collaboration and knowledge sharing while reducing interpersonal interaction and, at times, creating feelings of disconnection. Institutionalized capital both enabled access to academic writing conventions and constrained investment through limited institutional support, ambiguous AI policies, and inconsistent instructor attitudes. Finally, unequal access to technological resources and infrastructural constraints highlighted the role of digital-economic capital in shaping the learners’ investment, while revealing both experiences of educational inequality and adaptive resilience.

https://are.ui.ac.ir/article_30638_89e14889202f8bbfee0bf13129b93d36.pdf