Impact of English Proficiency on Tacit Knowledge Transfer: Role of Mentoring and Communication Skills

Abstract

This study aims to investigate the relationships among English language need, mentoring culture, language acquisition, oral communication skills, and tacit knowledge transfer in the education sector of Saudi Arabia. The objective was to understand how communication dynamics and language proficiency influence the sharing of knowledge among professionals in universities. The study's sample size was 248 participants, drawn from a variety of Saudi Arabian academic institutions. The data was gathered by means of organized surveys that were modified from established measures. To examine the hypothesised relationships, data was analysed using WarpPLS. This included confirmatory component analysis and path analysis. There are notable associations found in the results: Improving tacit knowledge transfer is a positive feedback loop that begins with an English language need and continues through improved language acquisition. Organizational knowledge sharing is amplified by employees' oral communication skills and mentoring culture, which moderate these interactions. This study reveals that knowledge transmission requires language proficiency and supporting organisational cultures. The findings highlight the need of focused language development and mentoring courses for organisational skills and learning settings. Improving communication and building a conducive education organisation culture for information sharing and professional development are practical effects. The findings can inform organisational policies and similar research.