This study investigates foreign language teachers’ beliefs about information and communication technology (ICT) and factors contributing to their belief formation through in-depth interviews with eight teachers and the principal of a public primary school. The participants held overall slightly positive attitudes towards the effectiveness of ICT in English education but believed it played only a subsidiary role in their pedagogical practices and professional development. Elementary English teachers’ ICT-related beliefs were shaped by individual-, institutional-, and policy-level factors. The study extends belief-related components of the technology acceptance model (TAM) by clarifying the external variables into three-level factors. The results suggest the need for in-service teacher education programmes and joint efforts from individual teachers, school management, and government authorities catering to teachers’ ICT beliefs.

本研究通过对八名教师和一所公立小学的校长进行深入访谈，调查了外语教师对信息和通信技术（ICT）的信念及其有助于形成信念的因素。与会人员对信息通信技术在英语教育中的有效性持总体上略微积极的态度，但认为信息通信技术在他们的教学实践和专业发展中仅起辅助作用。初级英语教师与ICT相关的信念是由个人，机构和政策层面的因素所塑造的。通过将外部变量分为三级因素，该研究扩展了技术接受模型（TAM）的与信念相关的组件。结果表明，需要在职教师教育计划以及个别教师的共同努力，