Abstract

• The purpose of this study is to investigate the effects of technology-based instruction on Grade Ten English language teaching. Technology-based instruction is a technique in which the teacher teaches students each lesson by combining all technology parts, such as hardware and software, together with each subject-related area of curriculum. A quantitative research method was used to compare English language achievement between the control and experimental groups. The students from the experimental groups were taught through technology-based instruction. The control groups were taught through traditional instruction. The design adopted in this study was the pretest-posttest control group design. Two sample schools, No. (1) BEHS, Pabedan and No. (3) BEHS, North Dagon Myothit, were selected by simple random sampling method. The subjects were (60) Grade 10 students from each school. Learning materials were Unit (9) and (10): Earthquakes and Traditional Medicine from Grade 10 English textbook. The analysis of covariance (ANCOVA) was used to compare the differences between the two groups. The observed F value is 19.172 [ df = (1,58), p < 0.001 ] in BEHS (1), Pabedan and observed F value is 69.365 [ df = (1,58), p < 0.001 ] in BEHS (3), North Dagon Myothit. The results showed that the students who are taught by technology-based instruction demonstrated significantly better than those of the other group. Research findings revealed that technology-based instruction positively contributed to English language teaching.