Abstract
This study examined the role of the monitor in improving the language proficiency of the students of eighth (13-14 years old) and sixth (11-12 years old) classes of two government schools with a special focus on voice and narration. In one of those schools, a carefully planned intervention was made but no such intervention was made in the other school. In the carefully planned intervention, rules of changing active voice into passive voice and direct speech into indirect speech and vice-versa were taught to the students. Here it has been also highlighted that the monitor plays a significant role as opposed to the Krashen’s hypothesis where it plays only a limited role of correcting or editing the output that comes from the internalized rules automatically. The age of the students is also a determining factor in such learning situations.
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