This study examines (1) the effects of hypertext gloss use on L2 vocabulary acquisition in computerized reading contexts; (2) which specific combination of either text-only (single) or text + visual (multiple) hypertext glosses is more effective on L2 vocabulary acquisition; and (3) potential moderators to systematically account for between study variation. In addition, it aims to synthesize characteristics of studies, technology use, and research methods from empirical research studies for a comprehensible and insightful review of the effect of hypertext glosses on L2 vocabulary acquisition. Meta-analysis was conducted to synthesize overall findings of empirical studies by calculating a standardized mean difference effect size. On the basis of 35 weighted mean effect sizes, the magnitude of text + visual (multiple) hypertext gloss combination was moderately effective on L2 vocabulary acquisition when L2 learners were given two conditions: text-only and text + visual hypertext glosses. The results revealed that studies with large samples (Mes = 0.43) provided a bigger effect size. In addition, the variable of learner proficiency was found statistically significant: the impact of multiple hypertext glosses was likely more on L2 vocabulary acquisition of beginning learners. Test type formats were also found as a significant factor across the studies. (Contains 5 tables and 2 figures.)