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This study investigated the effects of threedifferent types of electronic textual glosses, tooltip-typeglossing, frame-type glossing, and concordance glossing onforeign language vocabulary learning. While the first twoglossing types provide the definitions of glossed words,with the only difference being their user interface designs,the third type provides authentic concordance sentences forglossed words. A total of 83 university students of Englishas a foreign language (EFL) participated in the study. Theycompleted a computer-based reading task, meaning-recallvocabulary tests at three different points in time, and apost-reading questionnaire. The results showed that theintermediate EFL learners were affected not by a differencein terms of glossing formats, but by the type of informationprovided, with tooltip-type and frame-type glosses bringingabout more positive learning outcomes. While the threegroups all experienced a similar cognitive load, the findingsfurther revealed that the tooltip-type and frame-type groupsmade greater gains of target vocabulary than their con-cordance counterpart. Moreover, the participants from thetwo former groups consequently rated their respectiveglossing more positively than those from the latter group.