This study examines how ubiquitous learning resources can be structured into a project-oriented College English classroom for output through the POA-PDCA approach. In response to limited classroom time, fragmented use of online resources, and the final-product orientation of project-based learning, a two-cycle POA-PDCA instructional framework was designed. The first cycle focused on project planning and resource preparation, while the second focused on output development and revision. Pre- and post-questionnaires were used to evaluate changes in students’ resource use, confidence in language skills, and project learning experience. The results showed positive changes in students’ task-oriented resource use, speaking-oriented output confidence, and process-oriented project learning experience, which includes teacher-student interaction, project management, communication, collaboration, and perceived autonomous learning ability. The findings suggest that the POA-PDCA cycle can function as a process mechanism for transforming ubiquitous learning resources into task-oriented support for language output in a project-oriented College English classroom.