Mobile technology in second language classrooms: Insights into its uses, pedagogical 1 implications, and teacher beliefs. Abstract 12Adopting a multiple-case, multiple-method design, this study investigates mobile technology 13 use in the practices of three experienced second language teachers. The findings, based on an 14 analysis of the teachers' rationales, stated beliefs and classroom actions, show that the 15 teachers tend to prohibit or reluctantly tolerate mobile device usage, while they recognise 16 some of its potential benefits to support their teaching and student learning. They also 17 highlight the incentives and barriers which respectively facilitate and hinder the integration of 18 mobile technology, including factors which are internal (e.g., beliefs) and external (e.g., 19contextual constraints) to the teachers. Implications for classroom practice and teacher 20 education are drawn. 21 22 Keywords 23Mobile technology integration, second language teaching, teacher beliefs, teacher education 24 25 26