Professional correspondence requires graduates to demonstrate both linguistic accuracy and the ability to communicate professionally in diverse organisational contexts. However, university instruction often emphasises theoretical language rules over authentic workplace practices, leaving graduates struggling to produce effective documentation. Guided by Kolb's Experiential Learning Theory and the concept of communicative competence, this study investigates students' perceptions of learning professional correspondence through experiential activities. Using a mixed-methods design, quantitative and qualitative data were collected from 99 undergraduates across multiple university campuses via a structured questionnaire and open-ended reflections. Quantitative results revealed consistently high agreement that experiential learning, specifically authentic writing tasks, facilitator feedback, reflection, and revision, significantly developed students' professional correspondence competence. Qualitative findings further demonstrated that these practice-based activities enhanced students' confidence, audience awareness, and overall preparedness for workplace communication. The study supports Experiential Learning Theory, illustrating that meaningful learning occurs when students actively engage in authentic tasks, critically reflect on their performance, and apply feedback to subsequent writing. These findings offer crucial pedagogical implications for higher education institutions aiming to strengthen graduate employability through authentic, practice-based English for Specific Purposes (ESP) instruction.
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