An Empirical Study On College English Writing Teaching Based On Interaction Hypothesis

English writing ability has been a core skill emphasized in English teaching in China. As a kind of language output in the written form, writing plays a crucial role for second language learners. How to implement effective teaching to make learners master this skill is especially important. In recent years, some problems need to be solved in the English writing teaching. This research tries to combine the interaction hypothesis with college English writing teaching in order to improve the non-English major students’ writing competence through empirical research.Theoretically based on the input hypothesis and output hypothesis, interaction hypothesis, this research aims to discuss its influence on college English writing. Three research questions are put forward on the basis of qualitative and quantitative researches:(1) Can college English writing teaching based on Interaction Hypothesis enhance students’ interest in English writing?(2) Can college English writing based on Interaction Hypothesis improve students’ English writing competence?(3) Can college English writing teaching based on Interaction Hypothesis lower students’ writing difficulties in terms of content, structure and language?This research takes 88 non-English major sophomores as subjects selected from two parallel classes in Shenyang Normal University. The research lasts a semester. The research instruments include questionnaire, writing test and interview. The experimental group applies interaction hypothesis into English writing teaching, while the control group uses traditional writing teaching method. SPSS16.0 statistical software is used for a detailed analysis of the data. Independent samples t-test and paired samples t-test are used to analyze writing test results in the pre and post-test in experimental group and control group, in which the students’ writing performance is analyzed; Independent samples t-test and paired samples t-test are used to analyze the pre and post-questionnaires data in experimental group and control group, in which the students’ interest in writing and students’ writing difficulty are analyzed. The research conclusions are as follows:(1) With the application of interaction hypothesis into college writing, students actively integrate into the writing classroom. Through students’ feedback from the interview, it can be found that students’ interest in writing has been improved to a certain degree and the students’ confidence to writing is enhanced at the same time.(2) Compared with the control group, the experimental group students show more enthusiasm to writing, and students’ writing proficiency has improved significantly.(3) The study finds that the students’ writing difficulty in content, structure and language these three aspects come to lower. The writing content is richer, writing structure is more reasonable and the application of language is more accurate.The study finds that the application of interaction hypothesis into college English writing is not only beneficial to the improvement of students’ writing competence and writing interest, but also lowers the students’ difficulty in terms of content, structure and language and enhances the students’ writing confidence. Based on the above findings, this research finally puts forward some suggestions to college English writing teaching and summarizes the limitations of this research.