Teaching and learning has changed in many ways over the past two decades. The focus of this study is on analyzing the effectiveness of implementation of an integrated technology curriculum in learning English in the secondary school. In this paper, the results of a survey have been analyzed and compared descriptively. As an experimental group, 25 English learners of secondary school in a nonprofit school using a technological curriculum has been considered and 25 English learners of the secondary school from the public school with a traditional curriculum (control group) were purposefully selected. To measure the academic performance of the two groups, the constructive teacher test was administered at the beginning and end of the semester. The reliability of this tool was assessed using Cronbach's alpha (0.87) and its validity was assessed by content validity method. The amount of their non-academic study in the previous year was collected by completing a researcher-made questionnaire by the student and their parents and teacher, and then the amount of students' non-academic study was collected by completing the second researcher-made questionnaire by the student and their parents and teacher. The collected data were analyzed using independent t-test. The results demonstrate that following technological curriculum has a significant effect on learning English in secondary school.