Many researchers believe that language development is the most important part of learning a second language (Knight, 1994). Furthermore, most foreign language students and their teachers mention vocabulary as their number one priority (Knight, 1994). Language teachers believe that foreign language learners need to increase their vocabulary and develop strategies for dealing with new words (Harley, 1996). Usually, these strategies include the use of dictionaries and glosses included in some language textbooks. These two techniques are not very useful for students who usually have to stop reading to find the meaning of new words. Furthermore, the printed form of the gloss is not always popular with students. With the addition of computers and other media into language learning and teaching, it has become possible to design new tools to teach vocabulary and read text at the same time. One such tool that has attracted growing interest is the use of glosses with different media. The goal of this new gloss is to help students succeed in language development by offering glossaries not only in text form but also in the form of images, sounds and videos. Much research has been done to study the effect of different types of glosses using different media on language learning and memory with second language learners (Al Seghayer (2001); Chun & Plass, 1996; Kost, Foss, & Lenzini , 1999). Chun and Plass (1996) conducted three studies to investigate the effect of text-image and text-video conditions on vocabulary retention. The results showed that words explained in both text and images helped participants remember more vocabulary than words explained in text alone or text and video. Another study conducted by Ko...... middle of paper ...... reading: The effects on comprehension and vocabulary acquisition for students with different verbal abilities. The ModernLanguage Journal, 78(3), 285-297. Kost, C., Foss, P., & Lenzini, J. (1999). Textual and pictorial gloss: Effectiveness on incidental vocabulary growth when reading in a foreign language. Annals of Foreign Languages, 32(1), 89-113. Lomicka, L. (1998). To gloss or not to gloss: An investigation of online reading comprehension. Language Learning and Technology, 1(2), 41-50.Martinez-Lage, A. (1997). Hypermedia technologies for teaching reading. In M. Bush & R. Terry (Eds.), Technology has improved language learning (pp. 121-163). Lincolnwood, IL: National Textbook Company.Nation, ISP (1990). Teaching and learning vocabulary. Boston: Heinle, Heinle.Widdowson, H. G. (1979). Teaching language as communication. Oxford: Oxford University Press.