  Having good English writing skills is extremely important for students in
polytechnic institutions. However, a lot of students in technical schools have
difficulties in reaching high levels of skill. The Input Hypothesis, created by
Stephen Krashen, suggests that people learn languages well when they receive
information that's a little harder than what they already know but still
understandable. This research paper wants to study how the Input Hypothesis can
help polytechnic students improve their English writing skills. The study will
include real-life observations and experiments from the previous research. We
will look at data from polytechnic students who are receiving special writing
instruction to see if the Input Hypothesis actually helps improve their writing
skills. The paper can better inform polytechnic students, faculty members, and
support staff and even members of the larger community about the attributions,
the processes, and the possible outcomes of second language development for
polytechnic students.
  Keywords: English writing skills, Polytechnic students, Input hypothesis,
Comprehensible input
