Over the past few decades, much interest in academic research has been paid tolecturer motivation which has been confirmed to play a fundamental role in enhancing thequality of teaching, reforming educational approaches as well as fostering professionaldevelopment. Abundant research has focused on determinants of lecturer motivation, theeffects of lecturers’ motivation on their teaching, the relationship between lecturers’motivation and students’ motivation, lecturers’ motivations as well as lecturers’ motivationto do academic research. However, research is still silent on lecturers’ intrinsic andextrinsic motivations to exploit digital resources into their teaching practices. To fill thisgap, this study combines the Self-Determination Theory and the Technology ApplicationModel to investigate lecturers’ motivation to utilize digital resources into their teachingpractices. Survey participants include 301 lecturers at National Economics University,Vietnam and SPSS technique is used to assess the model. Findings indicate that lecturers’intrinsic &
extrinsic motivation have significant impacts on their intention to apply digitalresources in their teaching. In particular, lecturers’ extrinsic motivation has the mostsignificant impact on their intention to apply digital resources. Perceived ease of use,perceived usefulness, and age were confirmed to moderate the relationship betweenlecturers’ motivation and their intention to apply digital resourcesDOI 10.18173/2354-1075.2019-0130