Reading comprehension in foreign language learning is a complex process with many underlying cognitive components. SQ4R and Student Team Achievement Division (STAD) are teaching strategies helping students make sense of unfamiliar informational text step by step and cooperatively. This study investigated the effectiveness of explicit, incidental, and intentional learning conditions on reading comprehension in a multimedia environment. A total of two classes, including 62 EFL students were recruited to participate in this study. One class, which was experimental group, used SQ4R and Student Team Achievement Division (STAD) strategies with eBooks, while the other class, control group, just used SQ4R and Student Team Achievement Division (STAD) strategies. The collected data included pre- and post-test reading scores and satisfaction questionnaires. Using pre-test and post-test as well as the SPSS software application, the study evaluated the difference in scores of these groups regarding the reading comprehension capability. The results show a significant difference between the experimental and control group following ten weeks' using the application. Besides, students in experimental group are very satisfied with their teaching methods with eBooks, and have positive perspective about heterogeneity group and interactive activities. Therefore, most students are willing to continue using these teaching strategies in other courses.