- 1 Personas for Language Learning
Personas for Language Learning
We use Personas to define the scope and target audience for our applications. The following personas specifically apply to language learning applications. Since learning is a continuous process where we expect a user to become more proficient, we use the following approach
- a Persona defines the characteristics of a user group
- the proficiency level of a user is denoted by A, B, and C, which corresponds to the CEF competence levels: Common European Framework of Reference for Languages
Notes about Personas in General
Personas is an established usability practice. Personas should represent the different user types. As such they are an useful tool: They help the designers to step out of their own shoes to figure out users' goals, preferences, limitations and behavior.
A Persona description should consist of behavior patterns, goals, skills, attitudes, and also a description of environment of use. A realistic description brings the persona to life and opens different views to the designer: For example two different personas might approach the same problem from a different angle and probably they would use different ways of action to achieve the same goal. So the same use cases should be possible to do in different ways, depending on the personas skills, behaviour patterns etc.
Language Learning Personas
Tina, the Business Professional
Story: Tina is a German Business Consultant: She travels a lot (mainly in Europe) and has to use different languages at work. Recently, she was assigned to an international project in the automotive industry. In this project, two partner companies in Greece and Spain are involved. This project is important for her company. Tina is interested in languages and speaks several languages at different competence levels (English C2, French B1, Spanish B2). She just started to learn Greek two weeks ago.
- very motivated to learn a new language (e.g. for job)
- requires very specialized vocabulary
Gan, the Hobby Learner
Story: Gan is a recently retired history teacher, living in Tulsa (Oklahoma), USA. He just figured out how much free time he has after his retirement and he plans to use much of this time to make trips to different places in the world. But he does not want to be a typical tourist, he wants to be informed about the country and even to be able to express basic wishes and questions in the country’s language (like ordering food). Yet, besides English he only knows some words of French that he learned 30 years ago at school. Currently he is planning a trip to Spain. Characteristics:
- learning a new language is one among several hobbies (with average priority)
- he enjoys to be able to communicate in a language and accepts that he has to take time for learning to reach this goal
- he wants to be able to have simple conversations in his target languages
- he only aims to be able to communicates in basic words when traveling
Camille, the Student
Story: Camille is a 14 years old French pupil, living in Paris. She is currently in the 6th grade and learns English since two years now. She has to learn English at school, and parents expect that from her. Improving her language skills essentially means the benefit of getting better grades. Though besides what her teacher gives her to learn, her ambitions are limited. Besides the regular vocabulary lists to memorize and homework exercises to complete, she got a really good teacher who encourages his students to get more familiar to the language. The teacher provides vocabulary lists as printed pages, while Camille's English books also have "phase6"-format files. Camille occasionally trains her English skills by listening to English radio, reading English texts and watching English series. Characteristics:
- has to fulfill demands of teachers and pass exams
- gets homeworks form teacher
- gets vocabulary lists as printed pages (that she inserts into her learning applications herself) and lists in proprietary formats
There are more possible target groups (e.g. learning in class) but currently out of scope.
We define a coarse set of CEFR inspired levels. A level describes what a learner is supposed to be able to do in reading, listening, speaking and writing, yet tailored to the proficiencies we are interested with regard to our educational learning applications.
- Starting level without expectations.
A: Basic User
- Can read letters and words, knows the alphabet.
- Can understand and use familiar everyday expressions, very basic phrases aimed at the satisfaction of needs of a concrete type, frequently used expressions related to areas of most immediate relevance.
- Can understand other persons talking slowly and clearly.
B: Independent User
- Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
- Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.
- Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C: Proficient User
- Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
- Can express ideas fluently and spontaneously without much obvious searching for expressions.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.