The current study's objective is to determine how multimedia glosses affect EFL students' the vocabulary development and reading comprehension. A total of sixty students from the faculty of Applied Health Science Technology (AHST) at Delta University, who studied English1 course in four sections joined in the study. They were split into two equal groups; experimental group and control group. They also were assigned to study twelve reading sessions. The experimental group was exposed to practice hyperlinked reading texts that included multimedia glosses, while the others of the control group practiced reading traditionally. A pretest-posttest approach was used to gauge both vocabulary growth and reading comprehension. Moreover, an attitude questionnaire was administered to evaluate students' attitude towards this approach. The statistical analysis revealed a significant difference between the two groups in both the vocabulary and reading tests. Therefore, it was concluded that multimedia glosses enhanced both vocabulary acquisition and reading comprehension among EFL students. The questionnaire data showed that students of the experimental group have a positive attitude towards multimedia glosses. They also afford pedagogical performances for instruction in critical times (e.g., COVID-19 pandemic).