This empirical study examines the linguistic challenges encountered by two sets of learners: Azerbaijani students acquiring English and overseas students acquiring Azerbaijani. A mixed-methods strategy was employed to collect quantitative data through survey from forty individuals (n=40). The Azerbaijan language group (n=20) and the English language group (n=20) had similar challenges in grammar, vocabulary, pronunciation, and writing. Qualitative insights were derived from interviews with two language instructors, emphasizing concerns regarding pedagogical approaches, classroom social dynamics, and educator viewpoints. The research is based on Social Constructivism and Interlanguage Theory, which directed the analysis and shaped recommendations for addressing these difficulties. Article visualizations:
Babazada et al. (Mon,) studied this question.