This quasi-experimental study aimed to investigate the effect of incorporating authentic materials via Edmodo on students' listening comprehension skills for grade 11. Precisely, it aimed to answer three questions: 1. Is there any significant difference between students' listening using simplified materials and students' listening using authentic materials? 2. Is there any significant difference between students' listening to authentic audio materials and students' listening to authentic audio-visual (video) materials? 3. What are students' attitudes towards using authentic materials and Edmodo? It was conducted in Al Shaima School in Dakiliya Governorate with three intact classes, which were chosen and assigned randomly to the control group, the first experimental group and the second experimental group. A total number of 59 students were recruited to participate in this study. Students in the control group were taught the conventional simplified textbooks listening materials via Google Classroom. In contrast, students in the first experimental group were taught the conventional simplified textbooks listening materials in addition to authentic audio materials via Edmodo whereas students in the second experimental group were taught the conventional simplified textbooks listening materials in addition to the same authentic materials given to the audio group but as videos instead of audios via Edmodo. The experiment lasted for two months; a listening comprehension test and an attitudinal questionnaire were utilized as the two instruments of the study. The analysis of the findings revealed that incorporating online authentic materials was effective in enhancing students' listening comprehension skills since students in the experimental groups outperformed their counterparts in the control group. One-way ANOVA was utilized to assess the differences between the groups. Additionally, the authentic audio and audio-visual materials were similarly effective in enhancing students' listening comprehension skills. Even though students in the audio group scored slightly better than students in the audio-visual group, it was not statistically significant. Multiple comparisons were run to conduct post-hoc tests using Scheffe test to investigate the differences between the two experimental groups. The analysis of the questionnaire revealed that students held positive perceptions towards authentic materials and Edmodo. Students perceived authentic materials as motivating and interesting yet challenging. Students supported the idea that authentic materials provided more exposure to the language used outside the classroom in real contexts, which increased their confidence and made them less anxious while using the language. With regard to Edmodo, students praised the easiness to learn the program, its security, its accessibility and its organized content. Additionally, students praised its positive role in promoting more interactions between the teacher and the students and amongst the students themselves. Students supported the idea that traditional classrooms in schools should be supplemented with online learning. In light of these findings, some implications and recommendations were proposed.