L2 reading comprehension is often hindered by students’ limited vocabulary and contextual meanings. Conventional reading instruction may not provide sufficient support, leaving students struggling with unfamiliar words and contexts. This study examines how multimedia glosses (pictorial, textual, pictorial + textual) with summarization activities impact Ethiopian secondary school EFL students’ reading comprehension performance. The findings indicate that multimedia glosses with summarization activities significantly enhance comprehension by providing context-rich support, enabling students to decipher challenging words, sustain reading, and reflect upon texts. The study highlights the pedagogical implications of integrating technology into L2 reading. Future research could explore the long-term impact of multi-glosses with summarization activities on reading proficiency and how digital reading can be optimized for broader classroom applications. Attendees will gain insights into effective strategies for implementing multimedia glosses in offline reading and integrating them with output activities, and the potential policy and instructional recommendations for improving comprehension in similar contexts.