This study examines the use of response tokens (RTs) in Swedish high school learners’ speech. The data analysed consists of nine student-produced podcasts from English 5 and 6, in which they have conversations about different topics. By using the framework of applied conversation analysis, this study describes and analyses how the students use RTs and other listener strategies, as well as the functions they seem to achieve by employing these strategies to provide listener support in interaction. The findings show that students use RTs for five major functions in interaction, among which ‘receipt’ and ‘agreement’ predominate. Furthermore, the listener support strategies were classified into ‘listener support’ and ‘confirmations of comprehension’, in which the former strategy is most frequent. While many students provide their partners with adequate listener support in a timely manner, there were significant differences between students and podcasts in terms of frequency, variety and alignment between speakers. From a pedagogical point of view, these results can indicate that a discussion of these tokens’ importance is merited in the classroom to further develop students’ interactional competence. The findings in the present study are relevant to Swedish English language teaching settings and have the potential to inform pedagogical practices regarding interactional competence.