The main purpose of the present study was to investigate the impact of motivational teaching practice on EFL learners’ listening comprehension and its associated cognitive load. To attain this goal, a total number of 50 students were recruited and assigned into experimental (n=25) and control (n=25) groups. Before the study, listening proficiency of both groups were assessed by listening section of Key English Test (KET). The associated cognitive load of KET was assessed by NASA Task Load Index immediately after KET administration. Listening was taught to the experimental group by motivational teaching practice, while the control group received instruction based on conventional model of teaching (pre-listening, listening, postlistening). Listening proficiency of both groups and listening cognitive load were assessed at the end of the experiment again. The data were analyzed by one-way Analysis of Covariance (ANCOVA). The result of ANCOVA revealed a significant difference between the listening proficiency and its associated cognitive load after the treatment. The findings showed that teaching listening with motivational teaching practice could develop listening proficiency of the experimental group and lower their listening cognitive load significantly in comparison to the control group. The findings of the study have implications for language experts, ministry of education, and material developers to put an attempt to providing better learning conditions for EFL learners and promote their motivation to learn a foreign language for guaranteeing teaching and learning effectiveness.