Previous research has shown the pertinence of robot-assisted language learning in supporting the potential application of target language communication. A great deal of previous robot-assisted language learning research has followed noncustomized conventional language teaching methods. Nonetheless, few studies have probed into the potentials of robot-assisted language learning modules for medical college Persian productive skills education to speakers of other languages. In this quasi-experimental study, 550 male and female Middle Eastern (Arab and Pakistani) students at the Isfahan University of Medical Sciences were selected through the convenience sampling method and they were randomly divided into control and experimental groups. In the online classrooms, the participants, initially, were taught the medical college Persian productive skills by the adjunct teachers. Then, they convened in the bands to practice the skills through online or telepresence robot-assisted tasks. In the same online classroom, they were assessed continuously. This study was finished by a semistructured interview. While the quantitative data were analyzed through repeated measures ANOVA, the qualitative data were analyzed through theme-based analysis via MAXQDA 2020. The telepresence robot-assisted tasks showed great potentials for the medical college Persian productive skills education. Qualitatively different themes of the participants’ perception of writing and speaking learning through robot-assisted language learning modules were revealed. The results provide educators and teachers with a deep comprehension of robot-assisted language learning for developing new modules medical college skills education.