The present study aims to explore the effects of writing prompt conditions on learners’ writing strategy use and writing performance. Forty-seven university students were assigned to either a framed prompt group or a reading-based prompt group. For the study, a background questionnaire, a writing strategy questionnaire, pre-, post-, and delayed writing tests were employed. The results reveal that learners in the reading-based prompt group increased their writing strategy use in terms of pre-writing and revising strategies. This study also indicates that the reading-based writing prompt significantly influenced learners’ writing performance in the immediate and long term. Overall, writing prompts made different impacts on L2 learners’ perceptions towards strategy use and writing products. Based on these results, several implications for writing instruction are suggested.