An Empirical Study On The Application Of Experiential Learning Theory To Improving The Writing Ability Of Non-English Majors

English writing is always a key and difficult point in college English teaching, whichalso becomes a bottleneck in improving students’ writing ability. In recent years, as theexperiential learning springs up, there are many researchers about experiential learning theoryapplied to improve English learning. However, researchers on experiential learning theoryapplied to English writing are much less, especially for non-English majors. The experientiallearning theory pays more attention on students’ initial and concrete experience, emphasizesthe prior experience’s influence on new knowledge. In the process of constructing knowledge,the students can obtain new knowledge and skills by autonomic learning so that they canimprove themselves better.This research focuses on the application of experiential learning to improving thenon-English major students’ writing competence and explores how to apply experientiallearning into English writing. Based on experiential learning theory, the author designed anew writing model—experiential writing, which can be beneficial for improving the qualityof college English teaching and non-English majors’ English level.The60non-English majors in a university are randomly selected as a sample. Theresearch carries out for16weeks, exploring the influence which experiential learning makeson the students’ writing interests and proficiency. The author also does some qualitative andquantitative statistics. The pre-test shows that the English writing level in the two classes issame. Class B is regarded as the control group, and Class A is the experimental group whichapplies the experiential teaching. In the experiment, the results can be discussed byquestionnaire, tests and interview.The results show: experiential learning can stimulate students’ interests in Englishwriting and improve writing proficiency from all aspects. Experiential teaching makes up theshortcomings of the previous writing teaching, which plays an important role in the teachingof writing and promotes the connection between college English teaching practice and theexperiential learning theory.