Extensive research has been conducted on the use of electronic glosses for second language vocabulary learning. However, many of the studies have assessed the effectiveness of textual and pictorial glosses at lower proficiency levels with less attention on higher proficiency levels and learner attitudes towards the use of the enhanced input. This study seeks to determine the effectiveness of textual glosses enhanced with modified corpus-extracted sentences as well as textual glosses enhanced with dictionary definitions for academic vocabulary learning at an intermediate to advanced level. The participants (N=26) were non-native speakers of English enrolled in introductory composition courses at a U.S. university. As academic vocabulary words are not easily annotated with pictorial glosses, finding an effective text-based modality for glossing these important terms was the goal of the study. The study aimed to determine whether concordance-based (meaning inferred) or dictionary-based (meaning given) glosses are more effective for increasing students' ability to recognize and accept variation in usage of academic vocabulary words in multiple contexts with subtly different meanings while also improving their capacity to produce the words in a series of cloze assessments. Therefore, the receptive/productive knowledge continuum greatly informed the design of the instruments. The study also elicited data from participants regarding their attitudes towards the various online gloss methods. Positive and encouraging trends in performance by the concordance-based group were discovered but not to an extent where significance could be attributed to the treatment method. While mean scores improved, a series of one-way ANOVA's did not reveal the differences between group performances to be significant.