The communication, monitoring and feedback cycle

Cambridge Veritas · Original TESOL self-study resources

Understand the idea

Set a task that invites a meaningful exchange, monitor what learners can and cannot express, respond to the content and provide selected language support. A repeated or related task lets learners test the usefulness of the feedback.

What you will practise

• Explain the key idea in “The communication, monitoring and feedback cycle” using a concrete example.
• Choose a teaching response that fits the learner and the purpose.
• Identify evidence you could collect to evaluate that response.

A closer look at the teaching

Leave space between the task and language feedback for learners to report the outcome. This recognises that communication had a purpose beyond generating errors. Then select a few useful examples and let learners investigate or improve them. A related second task tests whether the feedback is available for use.

Reactive teaching begins from communication and uses learner output to decide which language support will be most useful. The teacher still plans an achievable task, prepares to monitor and makes selective decisions. Respond to what learners meant, highlight effective language and address a small number of important needs. A later attempt with changed information gives the feedback a practical purpose and shows whether the support can be used.

In the classroom

Before choosing an activity, identify what the learner needs to understand or communicate. Separate the language demand from other demands such as reading instructions, managing equipment or speaking to a large group.

A teaching sequence you can adapt

Use these stages as a starting point for this topic. Keep the language goal visible, and change the support when learner responses show a different need.

1. 01

   Set up a clear communicative task with a product or decision learners can report.

2. 02

   Monitor selected groups and record useful language, recurring difficulties and blocked meanings.

3. 03

   Respond to the content, then clarify or improve a small number of representative language examples.

4. 04

   Use a related task with changed conditions and monitor transfer of the selected focus.

A common mistake to avoid

When reviewing the activity, distinguish what you observed from what you inferred. Use the task outcome and a fresh example to decide whether another explanation, a different scaffold or more independent practice is needed.

Adapt it for your learners

Keep the intended outcome consistent when comparing responses. Record which support was available so you do not confuse a supported performance with the same task completed independently.

Try it, then compare.

Take a moment to make your own decision. Compare your reasoning with the example, then adapt it for a teaching context you know.

Your questions, answered.

Quick revision

• The key idea: Set a task that invites a meaningful exchange, monitor what learners can and cannot express, respond to the content and provide selected language support.
• The context to remember: Groups choose a venue for a workshop.
• A useful next step: Outline a complete reactive cycle.

For your teaching portfolio: keep a brief plan, a note of what learners actually did and one change you would make next time. Use anonymous examples.

Sources and authorship

This module maps to the supplied syllabus PDF, Teaching language items reactively (4 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.

View the supplied PDF ↗ · Publication reference: source chapter

Written by Cambridge Veritas. Updated 10 November 2026.

Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.

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