The present study investigated the effects of text-based and audio-based dynamic glosses on L2 vocabulary learning within a sociocultural approach. Dynamic glosses were operationalised as a set of incrementally ordered prompts, provided during text-based and audio-based interactions that guided the participants to identify the meaning of unknown vocabulary. Fifty-seven EFL learners were assigned to three experimental groups -- dynamic text-based, dynamic audio-based and traditional glosses -- as well as a control condition. The participants of the two dynamic glossing conditions received dynamic glosses via written 'chat' or orally for a number of unknown words while reading a text. In addition to a non-dynamic post-test, a computerised dynamic assessment tool was also designed to investigate learners' mediated and unmediated knowledge of the target words following the treatment sessions. The results provided evidence for the efficacy of both text-based and audio-based dynamic glosses for L2 vocabulary learning. The analysis of learners' mediated and unmediated scores calculated by the computerised tool also revealed that the learners' mediated scores provide valuable information for assessing learners' vocabulary knowledge. In particular, the findings suggested that text-based dynamic glosses could result in higher mediated scores compared to the audio-based dynamic glosses.