This paper addresses the limited exploration of the impact of virtual and augmented reality on the learning process, particularly within the context of foreign language learning among young learners. Motivated by this research gap, the EULALIA, conducted from 2019 to 2023 (2019-1-IT02-KA203-063228), sought to evaluate the efficacy of integrating technology in language education. Specifically, the study investigates the influence of virtual and augmented reality on foreign language learning, examining its effects on subjectively assessed cultural knowledge, and workflow during classes, as perceived by educators. Involving 239 learners, the study employed a pre/post survey methodology, wherein participants provided feedback before and after working with the EULALIA application or traditional learning methods. The quantitative analysis of survey data was complemented by semi-structured interviews with participating teachers, providing additional insights. The results indicate a statistically significant increase in cultural knowledge among the group utilizing augmented reality. The findings suggest a positive impact on students' learning progression, and workflow during classes. This research contributes valuable insights into the potential of integrating virtual and augmented reality in language education, offering a foundation for future pedagogical advancements.