In the field of second language acquisition (SLA), "comprehensible input" (Krashen, 1985) has been considered a critical factor to help learners acquire foreign and second languages (L2). From this perspective, the notion of extensive or free voluntary reading (Day & Bamford, 1998; Krashen, 1993) has emerged that L2 learners should be given more pleasure reading by minimizing a burden look-up behavior. At the same time, technology innovation has made it possible for extensive reading to occur through technology over the past decades. In particular with hypertext glosses or multimedia annotations, a number of studies have indicated that hypertext glossed input is comprehensible input and has made it possible for L2 readers to benefit all from extensive reading.This study examines (1)

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