Abstract
General English education at the university level suffers from students’ indifference in and negative attitudes toward English. This study attempts to overcome these problems by developing a conceptual blended learning model which derives a procedural model applying audio-visual materials to foreign language learning. This paper confirmed its effectiveness on students’ affective attitudes to the level of statistical significance between the experimental and the compared group. The result shows that the model indeed contributed to the positive changes in the affective attitude of the experimental group to an intermediate and high level of positive running 3.5 and beyond. Finally, the procedural model that underwent modification of the items scored relatively low and a final procedural model was proposed.
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