The phrasing of task instructions can facilitate or hinder the learning process. In this study, three groups of participants (N = 526) performed a foreign vocabulary memorization task, with modified instructions for each group. The instructions were either learning oriented, encouraging participants to improve their abilities; outcome oriented, prompting participants to achieve a positive evaluation of their performance; or neutral, with no goal orientation, for the control group. Participants' performance in the task was measured along with several factors pertinent to the learning process. Results showed that learning-oriented instructions led to lower performance levels, while outcome-oriented instructions reduced participants' language risk-taking, both of which negatively impact learning. The control group had the best overall results, indicating that it is better to refrain from using goal-oriented instructions in learning tasks.