Current college English programs at universities suffer from an inadequate teaching system and poor practical results, which hinder the effective development of students’ intercultural communication abilities and reduce their interest in learning the subject. This study integrates the output-oriented approach with blended teaching techniques to develop a college English teaching model. Utilizing University A as the research subject, we designed questionnaires and conducted teaching comparison experiments to evaluate the model’s effectiveness. The entropy value method calculated the weights of formative evaluation indices, while the fuzzy comprehensive evaluation model assessed the teaching quality. The results of the data analysis show that the reading character of students in class A under the blended teaching mode shows significant differences. The total score of reading level score is 21.07 points higher than that of students in class B with traditional teaching, and the speaking score rises by 3.468 points. The quality of college English teaching in University A was rated good, with a comprehensive score of 90.32 points using the fuzzy comprehensive evaluation model. The POA-based college English blended teaching model and formative evaluation system provide a new reference for innovating the college English teaching model in colleges and universities and boosting the intercultural communicative competence of college and university students.