A Surprising Journey of Empowerment in the Classroom
By: Dr. Naning Tri Wahyuni
As an English lecturer teaching first-year university students in Indonesia, I faced a daunting challenge. Most of my students in the Elementary Teacher Education program arrived at my Academic English courses—covering Academic Presentation, Academic Reading, and Academic Writing—plagued by fear and self-doubt. English felt like an insurmountable obstacle to many of them.
Their nervousness was visible, and a few even confided in me, expressing hopelessness about their ability to learn the language. I knew that, to support them, I needed to go beyond traditional teaching methods. I wanted to empower them to see their learning journey as something they could own, and that’s when an idea struck me.
The Idea: Sharing Their Stories
As I prepared for the QS Asia Pacific Summit—where I would present on cultivating students’ interest and motivation in the digital era—I decided to weave my students’ voices into my presentation. I asked them to reflect on their English learning experiences, challenges, efforts, and moments of joy. They would then write their stories and present them as engagingly and creatively as possible.
To reduce their anxiety, I allowed them to work in groups if they preferred and emphasized that this task was about expression, not perfection. Most importantly, I promised to compile their stories into a video that I would use as the introduction to my summit presentation. Their voices, albeit anonymous, would be heard by educators worldwide.
An Unexpected Response
What followed was nothing short of inspiring. My once-hesitant students embraced the task with enthusiasm and determination. The classroom transformed into a hive of creativity.
Some students worked alone, while others formed groups, brainstorming ideas and polishing their stories. Their presentations were as diverse as their personalities. One group performed a humorous skit about their struggles with grammar, while another created an animated slideshow. A timid student surprised everyone with a heartfelt solo presentation about her perseverance through self-doubt.
The stories they shared were raw, honest, and moving. Many spoke of their initial fears, their small victories, and the support they found among peers. What stood out most was how empowered they felt through this process. They said this was the first time they had been given a chance to reflect deeply on their learning journey and share their feelings in such an open, supportive space.
A Surprising Lesson for the Teacher
As their stories unfolded, I was deeply moved. I had hoped this assignment would help them build confidence, but it taught me just as much.
One student shared how listening to her classmates’ stories gave her the courage to persevere despite her struggles. Nina, a 19-year-old university student, recounted her challenges stemming from a lack of exposure to English, as she grew up in a rural district where English was not a compulsory subject in schools. Now pursuing a degree in Elementary Teacher Education, she faced rigorous requirements, including achieving a minimum TOEFL score, reading academic references in English, and developing the ability to write and speak English for her studies. Through the shared stories, she realized she was not alone in navigating these challenges—her peers were also striving to meet similar demands. This sense of solidarity motivated her and helped her feel less isolated. Several other students reflected that expressing their struggles allowed them to feel valued and heard. This reminded me that teaching is not just about imparting knowledge but also about fostering an environment where students can connect, share, and grow through their experiences.
The process also revealed my students’ incredible resilience and determination, qualities often overshadowed by their insecurities. It became clear that when students feel safe to share their voices, they gain a sense of ownership over their learning and are motivated to move forward.
The Culmination: Sharing Their Stories with the World
True to my promise, I compiled their stories into a video montage. It was a labour of love, weaving their narratives into a powerful testament to their resilience and creativity.
When I played the video at the QS Asia Pacific Summit, it was met with some interesting responses from the audience. I talked with some people at the Summit and shared experiences dealing with anxious students and how to help them shine from their efforts.
A Surprising Transformation
This experience reaffirmed my belief in the transformative power of education. By allowing my students to reflect on and share their stories, I saw their academic abilities, confidence, and self-awareness grow.
Teaching, I realized, is not just about transferring knowledge. It’s about empowering students to take ownership of their learning, to see their struggles as stepping stones, and to discover their potential to inspire others.
As I continue my journey as an educator, I carry with me the stories of these students—a reminder of the profound impact we can have when we truly listen and create opportunities for our students to be heard. See my video presentation at the QS Asia Pacific Summit here and here.
Dr. Naning Tri Wahyuni, a passionate lecturer, reflective, and lifelong learner