Abstract-This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive strategy were reported as the first and second most frequently used writing strategies respectively, while social strategy was reported as the least frequently used category. The results also showed that students with high writing abilities reported a significantly higher level of writing strategy use compared with those who had intermediate or low writing proficiency. It was found that students with higher writing ability reported using significantly more metacognitive, cognitive, affective and effort regulation strategies than those with lower writing proficiency. The discussion of the results, implications for language classroom and writing instruction are articulated. Limitations of the study and suggestions for future research are also presented.

Substance dependence is the most critical biopsychosocial and legal problem. It has various harmful effects at the individual, familial, and society levels. The current study aimed to determine the effect of mindfulness-based cognitive therapy on reducing the intensity of substance dependence and improving cognitive emotion regulation in substance-dependent patients under methadone maintenance treatment. Methods: This was a quasi-experimental study with a Pre-test-post-test design and a control group. The samples consisted of 29 subjects (16 in the experimental group and 13 in the control group) undergoing methadone maintenance treatment in a methadone maintenance treatment clinic in Kamyaran, Kurdistan Province, Iran. They were randomly assigned to the experimental and control groups. The experimental group underwent 10 sessions of mindfulness-based cognitive therapy. Dependence Severity Index and Cognitive Emotion Regulation Questionnaire were used for data collection. Results: The obtained results suggested that mindfulness-based cognitive therapy reduced the severity of substance dependence (F=2.34, P<0.05), influenced Negative cognitive emotion regulation (F=15.28, P<0.05) and Positive cognitive emotion regulation (F=16.24, P<0.05) Conclusion: Mindfulness-based cognitive therapy affects the intensity of substance dependence and improves cognitive emotion regulation.