A Systematic Literature Review of the Oral History Used in Education Settings
DOI:
https://doi.org/10.37134/ajelp.vol13.1.4.2025Keywords:
education, implication, oral history, significance, student engagementAbstract
This paper conducted a systematic literature review based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology to explore the significance of oral history and potential implications of oral history in education settings. Oral history holds significant potential for enriching language learning experiences by providing authentic, culturally relevant materials. This review synthesised findings from relevant past studies, identified significance in each research article, and gauged the implications of oral history. A total of 12 research articles, published from 2014 to 2024, relevant to the significance and implication of oral history in education were identified from four databases, which were ScienceDirect, ERIC, Taylors & Francis and SCOPUS. The systematic literature review of 12 papers underscores the profound significance and multifaceted implications of oral history in educational settings. The findings consistently reveal that oral history serves as a dynamic and invaluable approach to education, fostering active engagement between students and teachers. This study will be beneficial to educators to fully utilise the use of oral history in education to engage learners’ participation, hence creating an effective learning session.
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