Application of Krashen's Input Hypothesis in College English: Empirical Findings and Curriculum Implications

College English education in Chinese universities often lacks innovation and theoretical grounding, resulting in outdated teaching methodologies that do not meet students' practical needs. This paper proposes enhancing the curriculum by applying Krashen's "language input hypothesis" to diversify teaching content and improve instructional approaches. Empirical findings demonstrate its effectiveness in enhancing students' language acquisition and communicative competence. Moving forward, improving college English education requires integrating theory with practice, innovating teaching models, and adapting successful international methods locally.