The present study explores the effects of writing prompt conditions on learners' creativity, writing anxiety, and writing performance in L2 learning. Seventy-eight college students were assigned to a framed prompt group, reading-based prompt group, and picture prompt group. A background questionnaire, pre- and post-Torrance Test of Creativity Thinking, pre- and post-Second Language Writing Anxiety Inventory, and pre- and post- writing tests were used in the study. The results indicate that outcomes of the reading-based prompt group were significantly greater than those of the framed group in the fluency factor and creativity levels while learners in the reading-based prompt showed a significant increase in the originality factor compared to learners in the framed and picture prompt groups. In terms of writing anxiety, there was no significant difference among the three groups. This study also reveals that both reading-based and picture prompt conditions significantly influenced learners' writing confidence. Overall, writing prompts in writing instruction make different impacts on learners' creativity and writing products. Based on these findings, pedagogical implications and suggestions for English writing instruction have been made.