This study investigates how Korean college students with different listening proficiency exhibit motivation and employ mobile-assisted self-regulated strategies during the English listening process. A total of 134 student participants were assigned to three groups based on their listening competence: advanced, intermediate, and low-level group. Four major instruments were employed: a background questionnaire, the TOEIC listening comprehension test, the Questionnaire of L2 Listening Motivation (QL2LM), and the Mobile-assisted Self-regulated Listening Strategy Questionnaire (MSRLS-Q). The findings revealed that advanced learners showed significantly higher expectancy and importance than lower-level students. Both advanced and intermediate groups reported significantly higher responses to the interest factor than the low group on the QL2LM. This study also identified that advanced and intermediate learners rated significantly higher use of strategies than the low group in terms of goal setting and mobile resource planning, mobile-assisted motivational control, and listening evaluation and adaptation on the MSRLS-Q. Furthermore, this study proves there is a positive correlation among listening competence, listening motivation, and mobile-assisted self-regulated listening strategy use in L2 instruction. By investigating learners’ perceptions and behaviors across proficiency levels, this study suggests pedagogical implications and practical teaching methods to facilitate learners’ motivation and mobile-mediated self-regulatory skills in L2 listening classes.