Hypermedia glosses, in their role as adjunct aids to reading in computer-assisted language learning environment, have been studied quite extensively as to their effects on L2 learners’ reading comprehension and incidental vocabulary learning. By contrast, these glosses have not been wellresearched as regards L2 learners’ attitudes towards them. It is argued that learners’ attitude towards instructional tools is an important variable because of its strong association with learners’ success. Therefore, before investing time and financial resources into developing full-scale hypermedia glosses for use as instructional interventions, learners’ attitudes towards the glosses need to be extensively investigated first. In light of this, the present study aimed to determine how hypermedia glosses are viewed by Malaysian ESL learners. The study employed descriptive research design, with data collected both quantitatively and qualitatively. Participants were a convenience sample of 40 low-intermediate ESL (English as a Second Language) undergraduates from a Malaysian public university in Kuala Nerus, Terengganu. They first read an electronic text containing 15 unfamiliar words for which hypermedia glosses were supplied through hyperlinks. These glosses displayed a combination of L1 (Malay) translations of the words and their corresponding images, either in static or animated format. After the reading activity, the participants gave their feedback by completing a brief questionnaire containing four items rated on a four-point Likert scale. Seven participants were later interviewed for additional insights. Based on the results, it was found that most of the participants viewed hypermedia glosses positively. Pedagogical implications will be discussed.