The use of technology-based materials to strengthen language teaching and learning is still less observable even now that technology is almost everywhere. Teachers often resort to the traditional methods and approaches in the lesson development, assessment, and in providing enrichment activities. Guided by Situated Conditioning learning Theory, this study aims to find out the effect of pupils? exposure to computer-based interactive materials utilized in English classes, and find out the challenges experienced by the pupils in learning English. This is a descriptive phenomenological study employing Colaizzi?s method of data analysis. It utilized focus group discussions, documentary analysis, and informal interviews to gather data. Participants were randomly selected coming from different grade levels. Results of this study revealed that technology-based materials in teaching English have a positive effect on the pupils and pupils experienced challenges in the use of computer-based interactive materials in terms of access and technology support. The results of this study provide useful inputs in the effective delivery of instruction in English in the instruction that will lead towards improving pupils? interest and performance in learning English.