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In order to carry out a quantitative analysis of the teaching effect of college English courses based on multivariate matrix evaluation model, this paper takes as research objects 87-year 2020-enrolled undergraduate students from a university in Zhengzhou City, Henan Province, central China. On the basis of summarizing and analyzing previous research works, this study expounded the research status and significance of quantitative analysis of the teaching effect of college English courses, elaborated the development background, current status, and future challenges of multivariate matrix evaluation model, introduced the data source and the subjects, contents, and means of teaching effect quantification in this research, analyzed the feedback and guiding function of the teaching effect quantification result of college English courses, discussed the motivation and diagnosis function of the teaching effect quantification result of college English courses, conducted analyses of factors affecting the teaching effect quantification of college English courses, constructed the quantitative dimension of teaching effect of college English courses based on the multivariate matrix evaluation model, and finally designed the quantification system of teaching effect of college English courses based on the multivariate matrix evaluation model. The research results show that the quantitative analysis process of the teaching effect of college English courses has the characteristics of complex structure and many hierarchies, and there are also mutual influences and functions between its subsystems. In order to ensure the rationality and effectiveness of comprehensive quantification, the index system construction of the multivariate matrix evaluation model follows scientific, systematic, and focused principles. The teaching effect quantification process combines four influencing factors of perspective, content, mode, and method with the quantification standard, and constructs a hierarchical quantification structure with target layer, restriction factor layer, and restriction sub-factor layer. The tools it uses usually include observations, interviews, self-evaluation, mutual evaluation, student files, reading notes, project presentations, etc. Teachers adjust teaching goals and plans in time by observing the quantification results of students at all levels, which will help improve students' enthusiasm for learning and give full play to students' autonomy and initiative in English courses. [ABSTRACT FROM AUTHOR]