Considering students' basic psychological needs in feedback processes in the teaching of Swedish
Bibliographic Data
| ID | 8937080 |
|---|---|
| Authors | Toni Mäkipää (0000-0003-3598-8840, University of Eastern Finland Joensuu Finland, corresponding author), Sara Karhu (University of Eastern Finland Joensuu Finland) |
| Year | 2025 |
| Publication date | 2025-10-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.70026 |
| OpenAlex | W4415121855 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
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
Autonomy · Context (archaeology · Context effect · Language acquisition · Language education · Learner autonomy · Qualitative research · Reflection (computer programming · Teaching method · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Student Assessment and Feedback
Teaching and Researching Motivation
Self-Determination Theory
Basic psychological need theory
From relational ontology to transformative activist stance on development and learning
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
Intrinsic and extrinsic motivation from a self-determination theory perspective
Pedagogies of mattering
The practice of relationality in classrooms
Making connections
Basic Psychological Needs, Motivational Orientations, Effort, and Vocabulary Knowledge
Can students’ feedback literacy be improved? A scoping review of interventions
What feedback literate teachers do
Developing a learning-centred framework for feedback literacy
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
What is it that we still don’t get? – Relational pedagogy and why relationships and connections matter in early childhood
Reclaiming relationality in education policy
Pedagogical Relational Teachership (PeRT) – a multi-relational perspective
A motivational process model explaining L2 Saudi students’ achievement of English
Twenty-five years of research on oral and written corrective feedback in System
The development of student feedback literacy
A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback
Co‐constructive feedback affordances in integrated performance assessment learner dyads
Bringing Flow into the Language Classroom
Teaching as a way of bonding
The Effectiveness of Corrective Feedback in SLA
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |