<![CDATA[This study investigated the impact of authentic comprehension and explored their perceptions of its implementations. Utilizing a quantitative pre-experimental approach with a one-grup pretest-posttest design, the study sampled fourth semester English Language Education Undergraduate Students (N =34) at the Muhammadiyah University of East Kalimantan (UMKT) who possessed intermediate TOEFL Listening scores. Data were collected through a 40-item objective listening test administered before and after a four-session instructional treatment, alongside a 4-point Likert scale perception questionnaire. A paired- sample t-test conducted in SPSS revealed a statistically significant improvement in listening proficiency, with the mean score drastically increasing from 55.51 in the pre-test to 83.31 in the post-test ($t = -10.283$, $p = 0.000$). Questionnaire findings further confirmed highly positive student perceptions (>90% agreement across all indicators), with the affective dimension (interest and motivation) scoring the highest, while the accessibility dimension highlighted minor technical hurdles related to internet dependency (10% disagreement). The study concludes that authentic Disney audiovisual content serves as an effective, adaptive, and anxiety-reducing instructional tool capable of optimizing listening outcomes in higher education classrooms. Keywords: Authentic Audiovisual Content, Cognitive Theory of Multimedia Learning, Disney songs, EFL Students, Listening Comprehension]]>
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