Analysis of Causal Relationships of Lecturer's Motivation in Teaching English to Undergraduate Students using DEMATEL Technique

Abstract

Lecturers' motivation plays a crucial role in ensuring the success of teaching English at the undergraduate level. However, it is challenging to determine the most significant factor in the lecturer's motivation due to its interconnectedness and complexity. This study utilises the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method to analyse and visualise the causal relationships among the vital factors that contributeto lecturers' motivation. Data were gathered from a group of academic experts and experienced English lecturers who analysed the extent of contribution among recognised factors through a structured scale. Normalisation and transformation into a total-relation matrix of the average direct-relation matrix were carried out to identify prominence (D + R) and causal influence (D − R) results. The results reveal that intrinsic factors, includingprofessional commitment and self-efficacy, are the major causal factors, while support from institutions, management of workload, recognition, and student engagement are effect factors of varying degrees. The cause-and-effect diagram illustrates the key outcomes and further encourages institutional involvement. The study gathers empirical evidence that can facilitate effective teaching and learning planning by identifying pivotal factors to improve lecturers' motivation and, eventually, increase the effectiveness of language teaching. DEMATEL use provides a sophisticated yet beneficial framework for comprehending complex motivational factors in educational institutions.