Virtual Learning Environments (VLEs) have been undergoing a quantum leap in foreign language training applications. Department of Defense (DoD) military and civilian linguists have traditionally been reluctant to speak the target language in Defense Language Institute (DLI) and National Cryptologic School (NCS) language enhancement classes. This study explores how DoD linguists' motivation to speak varies across immersive and non-immersive VLEs to better understand how these tools might be used to enhance students' motivation. This study applies a theoretical qualitative design to explore the central phenomenon of DoD linguist motivation to speak in the target language using immersive and non-immersive VLEs. The central phenomenon supports the use of Self Determination Theory (SDT) as the unifying theoretical lens, while the primary language learning theory practiced in this study is Task-Based Language Teaching (TBLT). The research team used convenience sampling to recruit five military and civilian DoD linguists at LC language school. A modified Oral Proficiency Interview (OPI) was conducted in this study to suit the VLEs. Participants selected one of three YouTube 360 VR videos to use for visual context during their immersive OPIs. Findings suggested that a naturalistic immersive environment can increase DoD linguists' motivation to speak in the target language by providing a variety of relevant visual cues as the basis of meaningful communicative tasks. While this study is limited by the small sample size and technical boundaries of the VR videos, it nonetheless introduces a critical discussion on the potential of immersive and non-immersive VLEs to motivate speaking in the foreign language classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]