With the advancement of educational technologies, computer-assisted language learning (CALL) tools, like online dictionaries, are essential for acquiring a second language, especially new vocabulary. There has been no empirical focus on the usage of "Gabra" online dictionary in learning Maltese, with a specific focus on international adults learning Maltese as a second language (ML2) and a lack of research in the pedagogy of e-dictionaries. This study aims to contribute to this research gap by exploring teachers' perspectives and pedagogy of "Gabra" for adults learning ML2, which could refer to any other second language. Unstructured interviews were conducted to obtain qualitative data from eleven teachers of ML2 adult learners including refugee learners. According to the study's findings, "Gabra" helps students learn new words, it is simple to use, it is a great resource and reference for ML2 learning, and it is convenient. The research also offers various pedagogical activities that illustrate how "Gabra" is implemented in class. Another significant characteristic of "Gabra" identified in this study is that students do not need to know the basic verb/noun/adjective to seek for a word, as they would in a traditional dictionary. "Gabra's" shortcomings were its incompleteness, no pronunciation feature, lack of sentence examples and its dependency on internet access. Although "Gabra's" benefits exceeded its disadvantages, it was recommended that "Gabra" should continue to be corrected and to use artificial intelligence applications.