This study investigates the perceptions of first-year medical students and lecturers regarding an English for Medical Purposes (EMP) module implemented at a private medical university in northern Malaysia. A total of 55 participants were involved, including 45 medical students, 5 medical lecturers, and 5 English language lecturers. The research aimed to understand how the module supports learners’ communicative competence in medical contexts. Utilizing a mixed-methods approach, data were collected through student questionnaires and semi-structured interviews with both language and medical lecturers. Findings revealed that students viewed the module as highly beneficial in enhancing their speaking confidence, use of medical terminology, and ability to communicate effectively during clinical role-plays and presentations. Interactive activities such as simulated patient interviews, collaborative discussions, and peer evaluations were especially appreciated. Lecturers observed significant improvements in students’ fluency, clarity, and confidence, affirming the module’s relevance to real-world medical communication. However, both groups suggested enhancements, including multimedia clinical simulations, spontaneous interaction tasks, culturally responsive communication components, and more personalized feedback. These findings underscore the importance of task-based, learner-centered instruction in medical English education. Grounded in Vygotsky’s sociocultural theory, the study highlights how authentic, socially mediated learning experiences support language development in professional healthcare settings.