In the domain of higher education pedagogy, the role of Intercultural Communication English course, as a critical component of the series of college English courses, is increasingly pivotal for preparing students for professional communication in academic research and globalized workplaces. This research provides a comprehensive exploration into the pedagogical design, implementation, and outcomes of a blended-learning paradigm tailored for ‘Intercultural Communication English’ course, which is meticulously designed for non-English major EFL students at a prominent Chinese university. At the heart of this pedagogical design lies the incorporation of the Production Oriented Approach (POA), a methodology that emphasizes practical application, learner autonomy, and real-world relevance. The course seamlessly integrates traditional face-to-face instruction with a diverse array of digital learning modalities, including online learning modules, interactive multimedia exercises, app-based environments, and collaborative feedback mechanisms. Using a mixed-methods approach the primary objective is to enhance students’ pragmatic linguistic competencies, ensuring they are well-equipped for cross-cultural contexts. Quantitative results showed a significant improvement in students’ intercultural communication skills, with post-test scores in language proficiency increasing by 18% and a 25% improvement in their ability to apply intercultural knowledge in practical scenarios. Qualitative feedback revealed that 85% of students felt more confident in cross-cultural communication, and 78% reported that the blended learning environment enhanced their engagement and motivation. Preliminary findings, derived from both quantitative metrics and qualitative feedback, suggest that the integration of the POA within a blended-learning framework not only results in enhanced linguistic proficiency, multicultural awareness, and intercultural communication competence, but also fosters a more engaged and interactive learning environment. This study offers valuable insights into the pedagogical design, its theoretical underpinnings, and its implications for EFL educators and curriculum designers.

Production Oriented Approach, Blended Learning, EFL Instruction, Intercultural Communication, Higher Education