Considering students' basic psychological needs in feedback processes in the teaching of Swedish

Abstract This qualitative study investigated how teachers of Swedish as a second language in Finland perceive they enhance their students' language learning by considering the students' basic psychological needs in feedback processes. This study was conducted in a context where most students were disinclined to study Swedish. Fifteen teachers teaching at various educational levels were interviewed and the data were analyzed using theory‐driven content analysis. The findings suggest that these teachers of Swedish used encouragement largely in feedback processes. The teachers also supported autonomy by enhancing reflection and setting personal learning goals. Moreover, the teachers found it particularly important to establish a learning environment based on trust and rapport. In doing so, the teachers believed they were enhancing students' language learning and motivation. The findings imply that by increasing language teachers' awareness of basic psychological needs, students' language learning outcomes may improve, especially in contexts where most students are little motivated to study the language. Pedagogical implications, such as supporting students' individuality and creating a trusting relationship, are discussed.