Zainur Rijal Abdul RazakRosni SamahSulaiman Ismai2024-05-282024-05-28202022/1/20212289-7208751-1110.15282/ijleal.v10.3544https://journal.ump.edu.my/ijleal/article/view/3544https://oarep.usim.edu.my/handle/123456789/6326INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND APPLIED LINGUISTICS (IJLEAL) ISSN:2289-7208e-ISSN:2289-9294VOL.10, ISSUE1,71–80Low proficiency in Arabic language among university students specifically in Malaysia can be attributed to their inability to master sufficient number of vocabulary. This consequently affects their ability to effectively use Arabic in any situations. This study therefore aims to investigate vocabulary mastery and the appropriate vocabulary size for learning Arabic at tertiary level. This study also aims to assess the extent students are able to master the appropriate vocabulary size. Document analysis was conducted to achieve the first objective, and for the second objective, based on the Corpus of Contemporary Arabic (CCA), a vocabulary mastery test was administered to 59 first year students at the Faculty of Major Language Studies, USIM. The test measured the students’ ability to determine word categories, patterns and meanings, and to build complete sentences using the listed vocabulary in the CCA. The vocabulary mastery test was able to provide students’ vocabulary size, and link this level of competency to their proficiency in communicating using Arabic. The findings revealed that the students were generally able to master about 1500-2000 Arabic words. Meanwhile, the document analysis concluded that university students learning a second language like Arabic need to master around 3000-5000 words in order to ease their learning.enArabicCorpusVocabulary masteryVocabulary sizeVocabulary tesBahasa Arab, Korpus, Penguasaan kosa kata, Saiz kosa kata, Ujian kosa kataArticle7180101