IELTS Reading: Cultural Differences in Approaches to Online Learning – Đề thi mẫu có đáp án chi tiết

Mở bài

Trong bối cảnh toàn cầu hóa giáo dục và sự bùng nổ của công nghệ, chủ đề “Cultural Differences In Approaches To Online Learning” đang trở thành một trong những nội dung phổ biến trong kỳ thi IELTS Reading. Chủ đề này không chỉ xuất hiện thường xuyên trong các đề thi Academic gần đây mà còn phản ánh xu hướng giáo dục hiện đại mà các trường đại học quốc tế quan tâm.

Bài viết này cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages từ dễ đến khó, bám sát format của Cambridge IELTS thực tế. Bạn sẽ được học:

• Đề thi đầy đủ 3 passages (Easy → Medium → Hard) với tổng cộng 40 câu hỏi
• 7 dạng câu hỏi đa dạng giống thi thật: Multiple Choice, True/False/Not Given, Yes/No/Not Given, Matching Headings, Summary Completion, Matching Features và Short-answer Questions
• Đáp án chi tiết kèm giải thích vị trí và kỹ thuật paraphrase
• Từ vựng học thuật theo từng passage với phiên âm, nghĩa và collocation thực tế
• Chiến lược làm bài hiệu quả cho từng dạng câu hỏi

Bộ đề này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với độ khó thực tế và rèn luyện kỹ năng làm bài trong điều kiện giống thi thật.

Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test là bài thi kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được 1 điểm, không bị trừ điểm khi sai.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (câu hỏi 1-13) – Độ khó Easy
• Passage 2: 18-20 phút (câu hỏi 14-26) – Độ khó Medium
• Passage 3: 23-25 phút (câu hỏi 27-40) – Độ khó Hard

Lưu ý quan trọng: Không có thời gian thêm để chép đáp án sang answer sheet. Bạn phải ghi đáp án trực tiếp trong quá trình làm bài.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không có trong bài
3. Yes/No/Not Given – Xác định quan điểm tác giả đồng ý/không đồng ý/không đề cập
4. Matching Headings – Nối tiêu đề với đoạn văn phù hợp
5. Summary Completion – Điền từ vào đoạn tóm tắt
6. Matching Features – Nối thông tin với các đặc điểm được liệt kê
7. Short-answer Questions – Trả lời câu hỏi ngắn

IELTS Reading Practice Test

PASSAGE 1 – The Digital Classroom Revolution: A Global Perspective

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The emergence of online learning platforms has fundamentally transformed educational landscapes across the world, yet the way different cultures embrace and implement these digital tools varies significantly. Understanding these cultural disparities is crucial for educators, policymakers, and technology developers who aim to create effective and inclusive online learning environments.

In Western educational systems, particularly in North America and Europe, online learning has been characterized by a strong emphasis on student autonomy and self-directed learning. Students are encouraged to take responsibility for their own educational journey, selecting courses, managing their time independently, and engaging in asynchronous learning activities at their own pace. This approach reflects deeply embedded cultural values of individualism and personal independence that have shaped Western societies for centuries. Teachers in these contexts often function as facilitators rather than traditional authority figures, guiding students through the learning process while expecting them to demonstrate initiative and critical thinking skills.

The technological infrastructure supporting online learning in Western countries is typically robust and well-developed. High-speed internet access is nearly ubiquitous, and students generally possess the necessary devices and digital literacy skills to navigate online platforms effectively. Educational institutions invest heavily in learning management systems (LMS) such as Canvas, Blackboard, or Moodle, which offer comprehensive features including discussion forums, multimedia content delivery, and sophisticated assessment tools. The pedagogical approach often incorporates collaborative projects, where students work together virtually, contributing their individual expertise to group assignments while maintaining their distinct roles and responsibilities.

In contrast, East Asian educational cultures, including China, Japan, and South Korea, have adapted online learning to align with their traditional educational values of collective harmony, respect for authority, and structured learning. While these countries possess some of the world’s most advanced technological capabilities, their approach to online education maintains strong elements of hierarchical teacher-student relationships. Teachers are viewed as knowledge authorities whose instructions should be followed carefully, and online platforms are designed to replicate the structure of traditional classroom environments rather than disrupt them.

Synchronous learning sessions are highly valued in East Asian online education, with students expected to attend live virtual classes at scheduled times, maintaining the discipline and routine of physical classroom attendance. The emphasis on group cohesion means that online courses often include features promoting collective learning experiences, such as whole-class discussions and standardized assessments that allow students to understand their performance relative to their peers. Rote learning and repetitive practice remain important components of the educational approach, and online platforms frequently incorporate drill-and-practice exercises that enable students to master fundamental concepts through repetition.

Middle Eastern and North African educational systems present another distinct approach to online learning, where cultural and religious values significantly influence educational practices. Gender considerations, for instance, have shaped the development of online education in unique ways. In some contexts, online learning has provided unprecedented opportunities for female students who face mobility restrictions or cultural barriers to attending mixed-gender physical institutions. Virtual classrooms can offer a more acceptable educational space where women can pursue higher education while adhering to cultural norms.

Furthermore, the oral tradition deeply embedded in Arab culture has influenced pedagogical preferences in online learning. There is a strong preference for voice-based communication and video lectures over text-based materials, and online courses that incorporate storytelling elements and personal narratives tend to be more engaging for students from these cultural backgrounds. Family involvement in education is also considerably more pronounced, with parents often taking an active role in monitoring and supporting their children’s online learning activities, regardless of the student’s age.

Latin American approaches to online education reflect the region’s emphasis on personal relationships and social interaction. Students from these cultures often struggle with the impersonal nature of some online learning platforms and place high value on building rapport with instructors and classmates. Successful online programs in Latin America typically incorporate regular video conferencing sessions where students can see and interact with their instructors, maintaining the personal connection that is central to Latin educational culture. Flexibility in deadlines and assignment requirements is also more commonly expected, reflecting cultural attitudes toward time and scheduling that differ from the strict adherence to deadlines typical in Western educational systems.

The African continent presents perhaps the most diverse range of approaches to online learning, influenced by factors including colonial educational legacies, linguistic diversity, economic disparities, and technological infrastructure challenges. In many African countries, online learning has developed primarily out of necessity rather than preference, addressing critical shortages of physical educational facilities and qualified teachers. Mobile learning has emerged as a particularly important modality, with educational content delivered through smartphones and basic mobile devices rather than computers, reflecting the technological reality of the region where mobile phone penetration far exceeds computer ownership.

Community-based learning models are common in African online education, where students often gather in groups to access online content together, sharing devices and supporting each other through the learning process. This approach reflects the communal values of many African cultures and provides a practical solution to resource limitations. Oral assessment methods and voice-based content are often preferred over written materials, acknowledging both cultural preferences and practical considerations regarding literacy levels and language diversity.

Understanding these cultural differences is not merely an academic exercise but a practical necessity for the global expansion of online education. Educational technology companies and institutions seeking to operate across cultural boundaries must move beyond one-size-fits-all solutions and develop culturally responsive and adaptive platforms. This might involve creating customizable interfaces that allow institutions to adjust features according to their cultural context, developing content that reflects diverse cultural perspectives, and training educators to recognize and respond to the culturally-influenced learning preferences of their students.

As online learning continues to evolve and expand globally, the most successful platforms and programs will be those that recognize and respect cultural diversity while maintaining high educational standards. The challenge lies not in determining which cultural approach is superior but in understanding how different cultural values shape learning preferences and developing flexible systems that can accommodate this diversity while facilitating effective education for all students, regardless of their cultural background.

Questions 1-13

Questions 1-5

Do the following statements agree with the information given in Passage 1?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

1. Western online learning systems prioritize individual student responsibility over teacher direction.
2. East Asian countries lack the technological infrastructure to support advanced online learning platforms.
3. Online learning has created new educational opportunities for women in some Middle Eastern countries.
4. Latin American students prefer online learning systems without any video interaction.
5. Mobile phones are more commonly used than computers for online learning in many African countries.

Questions 6-9

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

6. In Western education systems, teachers often act as __ rather than traditional authorities.
7. East Asian online courses frequently use __ to help students master basic concepts through repetition.
8. The __ deeply rooted in Arab culture has led to preferences for voice-based communication in online learning.
9. African online education often employs __ models where students access content together.

Questions 10-13

Choose the correct letter, A, B, C or D.

10. According to the passage, what is a key characteristic of Western online learning?

• A. Strict teacher supervision
• B. Emphasis on student autonomy
• C. Collective learning experiences
• D. Scheduled attendance requirements

11. Why do East Asian online platforms emphasize synchronous learning sessions?

• A. To reduce technology costs
• B. To improve internet connectivity
• C. To maintain classroom discipline and routine
• D. To eliminate the need for teachers

12. What does the passage suggest about Latin American online education?

• A. It requires strict adherence to deadlines
• B. It avoids video conferencing completely
• C. It values personal relationships and interaction
• D. It focuses primarily on written communication

13. According to the final paragraphs, successful global online education platforms should:

• A. Use identical systems in all countries
• B. Adapt to different cultural contexts
• C. Focus only on Western educational models
• D. Eliminate all cultural differences

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PASSAGE 2 – Pedagogical Paradigms: How Culture Shapes Online Learning Methodologies

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The proliferation of online education has exposed fundamental questions about the universality of pedagogical approaches and revealed how deeply cultural values permeate every aspect of the learning process. While technology provides the infrastructure for digital education, the pedagogical frameworks that guide how this technology is employed remain profoundly influenced by cultural epistemologies—the underlying beliefs about what constitutes knowledge and how it should be acquired and transmitted.

A The concept of learner-centered education, which has become almost axiomatic in Western educational discourse, represents a particular cultural perspective on knowledge construction that is not universally shared. This pedagogical approach, rooted in constructivist learning theories pioneered by theorists such as Piaget and Vygotsky, posits that learners actively construct knowledge through experience and reflection rather than passively receiving information from authoritative sources. Online platforms designed within this framework typically incorporate features such as open-ended discussion forums, peer-to-peer evaluation mechanisms, and project-based assessments that require students to demonstrate higher-order thinking skills such as analysis, synthesis, and evaluation.

B However, this learner-centered paradigm conflicts with educational philosophies prevalent in cultures that maintain more hierarchical and authority-centered views of knowledge. In many Asian educational traditions, influenced by Confucian philosophy, knowledge is conceptualized as a fixed body of wisdom that has been refined over generations and should be transmitted from master to student with fidelity and respect. From this perspective, the teacher’s role is not merely to facilitate student discovery but to serve as a guardian and transmitter of established knowledge. Online learning platforms that fail to acknowledge this epistemological difference may be perceived as lacking rigor or undermining educational quality.

C The implementation of discussion-based learning, a staple of Western online courses, illustrates these cultural tensions particularly clearly. In North American and European online programs, asynchronous discussion forums are frequently employed as a primary means of fostering critical engagement with course material. Students are expected to post original responses to prompts, engage in debate with classmates, and challenge ideas—including, potentially, those presented by the instructor. This approach assumes that knowledge emerges through dialectical exchange and that disagreement is a productive component of the learning process.

D For students from cultures that prioritize social harmony and respect for authority, however, these same discussion forums may create significant discomfort and pedagogical dissonance. Publicly challenging a teacher’s statement or disagreeing with classmates may be perceived as disrespectful or socially inappropriate. Research has demonstrated that students from collectivist cultures often participate less actively in online discussions, not due to lack of engagement with the material but because of different cultural norms regarding appropriate classroom behavior. When they do participate, these students are more likely to post consensus-building comments that synthesize and harmonize different perspectives rather than engage in direct debate.

E Assessment methodologies in online learning similarly reflect cultural assumptions about knowledge demonstration. Western online courses frequently employ diversified assessment strategies, including reflective essays, creative projects, and portfolio assessments that allow students to demonstrate learning through personally meaningful work. This approach values individual expression, creativity, and originality. In contrast, educational systems influenced by examination-oriented cultures tend to favor standardized testing and objective assessments that allow for clear quantification of student achievement and transparent comparison among learners. Online platforms serving these markets often incorporate sophisticated computerized testing systems with extensive question banks, automated scoring, and detailed performance analytics.

F The role of collaborative learning in online education presents another area of significant cultural variation. Western pedagogical theory, particularly as articulated in social constructivism, emphasizes the value of peer collaboration in knowledge construction. Online courses designed within this framework regularly include group projects, collaborative writing assignments, and peer review activities. The underlying assumption is that working with peers exposes students to diverse perspectives, develops important interpersonal skills, and results in deeper learning than individual study alone.

G However, the implementation of collaborative online learning requires careful consideration of cultural factors that influence group dynamics. In cultures with high power distance—where hierarchical relationships are emphasized and respected—students may expect and prefer clear role differentiation within groups, with some members assuming leadership positions based on factors such as age, gender, or perceived status. The egalitarian small-group structure common in Western online courses, where all members are expected to contribute equally regardless of social position, may feel unnatural or inefficient to students from high power distance cultures. Furthermore, the individual accountability mechanisms built into many collaborative assignments—such as peer evaluation of individual contributions—may create anxiety in cultures that prioritize group harmony over individual recognition.

H Time orientation represents yet another cultural dimension that affects online learning approaches. Monochronic cultures, prevalent in Northern Europe and North America, view time as linear, divisible, and controllable. In these cultural contexts, online courses are typically structured around firm deadlines, sequential content modules that must be completed in a prescribed order, and clear schedules for synchronous activities. This approach assumes that effective learning requires disciplined time management and that adhering to schedules demonstrates professionalism and respect for others.

I Polychronic cultures, more common in Latin America, the Middle East, and parts of Africa, maintain a more flexible relationship with time, emphasizing the importance of personal relationships and organic processes over rigid schedules. Students from these cultural backgrounds may find the strict time structures of many online courses unnecessarily constraining and may prioritize attending to immediate personal or family needs over meeting course deadlines. Online programs that successfully serve these populations often build in greater flexibility, offer extended deadlines with less penalty, and recognize that life circumstances may legitimately take precedence over coursework.

The recognition of these cultural differences has prompted some educational technologists and instructional designers to advocate for culturally adaptive online learning systems—platforms that can be customized to reflect different cultural preferences while maintaining pedagogical integrity. Such systems might allow instructors to configure discussion forum requirements, assessment types, collaboration structures, and deadline flexibility according to the cultural context of their students. However, this approach raises complex questions: To what extent should online education adapt to existing cultural norms versus challenging students to develop cross-cultural competencies? As education becomes increasingly globalized, should students be expected to adapt to internationally prevalent pedagogical approaches, or should educational systems strive for cultural pluralism?

These questions become particularly pressing in multinational online courses where students from diverse cultural backgrounds learn together. In such contexts, pedagogical choices inevitably privilege some cultural approaches while challenging others. Some educators have experimented with hybrid models that intentionally incorporate multiple pedagogical approaches, exposing students to different ways of learning and requiring them to develop flexibility and cultural adaptability. While such approaches may initially create discomfort for students, advocates argue they better prepare learners for participation in genuinely global professional and academic environments.

The cultural dimensions of online learning extend beyond pedagogy to encompass communication styles, privacy expectations, perceptions of educational quality, and even metaphors for the learning process itself. As online education continues its rapid expansion, the field faces a fundamental choice: to pursue a homogenized global model based primarily on Western educational traditions, or to develop more pluralistic frameworks that recognize and accommodate diverse cultural approaches to teaching and learning. The most effective path forward likely involves critical examination of our own cultural assumptions about education while remaining open to alternative epistemologies and pedagogical approaches that, while different from our own, may be equally valid and effective in facilitating learning.

Questions 14-26

Questions 14-19

The passage has nine paragraphs labeled A-I.

Which paragraph contains the following information?

Write the correct letter, A-I.

14. A description of how different cultures perceive the management of time in education
15. An explanation of why some students avoid disagreeing with teachers online
16. A discussion of whether online education should adapt to cultures or maintain universal standards
17. Information about assessment methods preferred in examination-focused educational systems
18. An explanation of the philosophical foundation of learner-centered education
19. A description of challenges in implementing equal-participation group work across cultures

Questions 20-23

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Western online education often employs learner-centered approaches based on (20) __ learning theories. These courses frequently include features like open discussion forums and (21) __ assessments that test advanced thinking skills. However, this conflicts with educational traditions influenced by (22) __, where knowledge is seen as established wisdom requiring respectful transmission. Students from **(23) __ cultures may participate less in online debates due to different norms about classroom behavior.

Questions 24-26

Do the following statements agree with the views of the writer in Passage 2?

Write:

• YES if the statement agrees with the views of the writer
• NO if the statement contradicts the views of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

24. All students benefit equally from peer collaboration in online learning environments.
25. Online courses with strict deadlines may not suit students from all cultural backgrounds.
26. Multinational online courses should avoid exposing students to unfamiliar pedagogical approaches.

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PASSAGE 3 – Theoretical Frameworks for Understanding Cultural Dimensions in Digital Pedagogy

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The exponential growth of transnational online education has necessitated more sophisticated theoretical frameworks for understanding how cultural variables influence digital learning experiences. While early research in this domain tended toward essentialist categorizations that risked oversimplifying complex cultural realities, contemporary scholarship has developed more nuanced approaches that acknowledge both the validity of cultural patterns and the danger of stereotyping individual learners based on their cultural origins. These theoretical advances draw upon cross-cultural psychology, comparative education, anthropological linguistics, and computer-supported collaborative learning (CSCL) research to illuminate the multifaceted ways in which culture intersects with digital pedagogy.

Central to this emerging body of theory is a reconceptualization of culture itself—moving away from viewing it as a static set of attributes that determine behavior and toward understanding it as a dynamic repertoire of interpretive frameworks and behavioral potentials that individuals draw upon selectively depending on context. This perspective, informed by contemporary cultural psychology, recognizes that individuals possess multiple, sometimes contradictory cultural identities that they activate situationally. A student of Chinese heritage educated in the American system, for instance, may simultaneously hold values associated with both Confucian educational philosophy and Western progressive pedagogy, deploying different aspects of this hybrid cultural identity in different educational contexts. This complexity resists simple categorization but offers richer possibilities for understanding actual learning behaviors.

Sinh viên đa văn hóa học trực tuyến trên các thiết bị khác nhau

Hofstede’s cultural dimensions theory, despite legitimate critiques regarding its methodological limitations and national-level generalizations, continues to provide a useful heuristic framework for analyzing cultural variation in online learning preferences. His dimensions of individualism-collectivism, power distance, uncertainty avoidance, masculinity-femininity, long-term versus short-term orientation, and indulgence versus restraint each have demonstrable implications for online pedagogical design. Research employing this framework has revealed, for instance, that students from high uncertainty avoidance cultures exhibit stronger preferences for detailed syllabi, explicit grading criteria, and structured learning paths in online courses, experiencing greater anxiety when confronted with ambiguous assignments or open-ended projects that characterize many constructivist online learning environments.

Similarly, the power distance dimension correlates significantly with student expectations regarding instructor presence and authority in online courses. Students from high power distance cultures report greater satisfaction with online courses featuring prominent instructor involvement, regular instructor-initiated announcements, and clear hierarchical communication structures. Conversely, students from low power distance cultures may perceive such strong instructor presence as overly controlling or infantilizing, preferring instead a more egalitarian online environment where the instructor functions as a co-learner or resource person rather than a central authority figure. These divergent expectations create particular challenges in heterogeneous online classrooms where students from different cultural backgrounds must navigate shared learning spaces designed according to assumptions that may feel natural to some participants but alien to others.

Hall’s distinction between high-context and low-context communication cultures provides another valuable lens for understanding cultural challenges in online education. High-context cultures, prevalent in East Asia, the Middle East, and Latin America, rely heavily on implicit communication, shared background knowledge, and nonverbal cues to convey meaning. Effective communication in these cultures requires attention to subtle contextual signals, and directness may be perceived as crude or offensive. Low-context cultures, more common in Northern Europe and North America, favor explicit, direct communication where meaning is encoded primarily in the actual words used rather than in contextual factors.

The primarily text-based, asynchronous communication that dominates many online learning platforms inherently favors low-context communication styles, potentially disadvantaging students from high-context cultures who must adapt to a communicative mode that feels unnaturally direct and devoid of the relational cues they would normally use to interpret meaning and gauge appropriate responses. Video-based synchronous interaction partially addresses this limitation by reintroducing facial expressions, tone of voice, and other paralinguistic features that high-context communicators rely upon, but the asynchronicity and text-centricity of most online learning management systems remains a structural bias toward low-context communication norms.

Cognitive style theory offers yet another dimension for understanding cultural variation in online learning. Research distinguishing between field-dependent and field-independent cognitive styles—with the former characterized by holistic processing and sensitivity to social context and the latter by analytical processing and independence from context—has found correlations with cultural background, though individual variation within cultures is substantial. Online learning environments that emphasize isolated skill development, decontextualized problem-solving, and individual accountability may better align with field-independent cognitive styles more prevalent in Western cultures, while students with field-dependent cognitive preferences may benefit from more contextualized learning, embedded social elements, and holistic assessments that evaluate understanding within broader frameworks rather than through atomized skill demonstration.

The implications of these theoretical frameworks extend to the technological architecture of online learning platforms themselves. Most mainstream learning management systems (LMS) were developed primarily by Western technology companies for Western educational markets, with design assumptions reflecting Western pedagogical values often embedded invisibly in the platform architecture. Features such as individual student dashboards displaying personal progress metrics reflect individualist cultural values; discussion forum structures that prioritize threaded debates over consensus-building reflect low-context communication preferences; deadline management systems with automatic penalties for late work reflect monochronic time orientations. While these features may seem like value-neutral technological affordances, they actually embody specific cultural assumptions about effective learning.

This recognition has prompted calls for more culturally inclusive design processes in educational technology development. Some scholars advocate for participatory design approaches that involve educators and students from diverse cultural contexts in the platform development process, ensuring that the resulting systems accommodate multiple pedagogical approaches rather than privileging a single cultural model. Others have explored artificial intelligence and adaptive learning technologies that could potentially customize the user experience based on detected cultural learning preferences, though such approaches raise significant concerns about reinforcing stereotypes and limiting students’ exposure to diverse pedagogical approaches that might expand their learning capabilities.

The concept of cultural intelligence—the capability to function effectively in culturally diverse settings—has emerged as a crucial competency for both instructors and students in transnational online education. For instructors, cultural intelligence involves recognizing their own culturally-shaped pedagogical assumptions, understanding how students from different backgrounds might interpret and respond to various instructional approaches, and developing a flexible pedagogical repertoire that can be adapted to diverse cultural contexts. This moves beyond simply acquiring knowledge about different cultures (cultural knowledge) to developing the metacognitive awareness, motivational commitment, and behavioral flexibility necessary to navigate cultural differences effectively.

For students, particularly in the increasingly common context of multinational online courses where learners from multiple countries participate together, cultural intelligence involves developing the capacity to work effectively with peers whose educational backgrounds and learning preferences differ from their own. This might include learning to appreciate pedagogical approaches that initially feel unfamiliar or uncomfortable, developing communication strategies that bridge different cultural communication styles, and cultivating the cognitive flexibility to shift between different modes of learning and interaction as contexts require. Some educators argue that these cross-cultural capabilities are among the most valuable outcomes of international online education, potentially more significant than the specific content knowledge acquired in any particular course.

Recent scholarship has also examined how institutional culture interacts with national or ethnic culture in shaping approaches to online learning. Universities and educational organizations possess distinct institutional cultures that influence pedagogical practices independently of broader national cultural patterns. An institution with a strong research-intensive identity might approach online education differently than one with a teaching-focused mission, regardless of national location. Elite institutions may adopt online learning approaches that differ substantially from those of mass-access institutions, reflecting different student populations and educational objectives. These institutional cultural factors add additional layers of complexity to understanding cultural influences on online education, suggesting that simple national-culture models provide insufficient explanation for the diversity of actual practices observed globally.

The linguistic dimension of cultural difference in online education deserves particular attention, as most transnational online education is conducted in English, creating an inherent asymmetry between native English speakers and those learning in a second or third language. Beyond the obvious challenges of language proficiency, this linguistic dominance raises deeper questions about epistemological colonization—the extent to which conducting education in English necessarily imports Western conceptual frameworks and marginalized knowledge systems embedded in other languages. Some scholars argue for greater support for multilingual online education and for pedagogical approaches that explicitly value diverse linguistic and cultural knowledge systems rather than treating English and Western epistemologies as universal norms.

As online education continues evolving toward increasingly globalized and technologically sophisticated forms, the theoretical frameworks for understanding cultural dimensions must themselves evolve. The emergence of virtual reality and augmented reality educational technologies, artificial intelligence tutoring systems, and blockchain-based credentialing will introduce new dimensions to the cultural aspects of online learning. The challenge for researchers, educators, and educational technology developers is to anticipate how these innovations will interact with cultural factors and to design systems that genuinely serve diverse global populations rather than merely exporting one cultural model of education under the guise of universal technological progress. The ultimate goal must be technological and pedagogical pluralism that respects cultural diversity while maintaining rigorous educational standards and preparing all students for effective participation in an interconnected global society.

Questions 27-40

Questions 27-31

Choose the correct letter, A, B, C or D.

27. According to the passage, contemporary scholarship views culture as:

• A. A fixed set of behaviors that determine all actions
• B. A dynamic set of interpretive frameworks used selectively
• C. An irrelevant factor in online learning
• D. A barrier that must be eliminated in education

28. Research using Hofstede’s framework has found that students from high uncertainty avoidance cultures prefer:

• A. Ambiguous and open-ended assignments
• B. Minimal instructor involvement
• C. Detailed syllabi and explicit criteria
• D. Unstructured learning environments

29. The text-based nature of many online platforms primarily favors:

• A. High-context communication cultures
• B. Low-context communication cultures
• C. All cultures equally
• D. Collectivist cultures specifically

30. According to the passage, mainstream learning management systems:

• A. Were designed to accommodate all cultural approaches equally
• B. Contain embedded Western pedagogical assumptions
• C. Have no cultural bias in their design
• D. Were developed primarily in Asian countries

31. The concept of “epistemological colonization” refers to:

• A. The physical expansion of educational institutions
• B. The dominance of English imposing Western conceptual frameworks
• C. The benefits of learning multiple languages
• D. The superiority of Western education systems

Questions 32-36

Complete the table below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

Cultural Dimension	Impact on Online Learning
Power Distance	Students from high power distance cultures prefer courses with prominent (32) __ involvement and clear hierarchical structures.
Communication Context	High-context cultures rely on (33) __ and nonverbal cues, which are limited in text-based platforms.
Cognitive Style	Field-independent learners prefer (34) __ problem-solving and individual tasks.
Time Orientation	Monochronic cultures view time as linear and prefer (35) __ for assignments.
Cultural Intelligence	For instructors, this involves developing (36) __ repertoire adaptable to diverse contexts.

Questions 37-40

Answer the questions below.

Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.

37. What type of design process do some scholars advocate to ensure platforms accommodate multiple pedagogical approaches?

38. What kind of capabilities do some educators consider among the most valuable outcomes of international online education?

39. What type of institutions might approach online education differently from teaching-focused institutions?

40. What emerging technologies does the passage mention will introduce new dimensions to cultural aspects of online learning?

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. TRUE
6. facilitators
7. drill-and-practice exercises (hoặc drill-and-practice)
8. oral tradition
9. community-based learning (hoặc community-based)
10. B
11. C
12. C
13. B

PASSAGE 2: Questions 14-26

14. H
15. D
16. I (hoặc paragraph sau I – phần cuối)
17. E
18. A
19. G
20. constructivist
21. project-based
22. Confucian philosophy
23. collectivist
24. NO
25. YES
26. NO

PASSAGE 3: Questions 27-40

27. B
28. C
29. B
30. B
31. B
32. instructor (presence)
33. implicit communication
34. decontextualized (hoặc isolated skill development)
35. firm deadlines
36. flexible pedagogical
37. participatory design
38. cross-cultural capabilities
39. research-intensive (institutions)
40. virtual reality (hoặc augmented reality – chấp nhận cả hai)

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western online learning, individual student responsibility, teacher direction
• Vị trí trong bài: Đoạn 2, dòng 1-4
• Giải thích: Bài đọc nói rõ “online learning has been characterized by a strong emphasis on student autonomy and self-directed learning” và “Students are encouraged to take responsibility for their own educational journey”. Điều này xác nhận học sinh phương Tây được ưu tiên trách nhiệm cá nhân hơn là sự chỉ đạo của giáo viên.

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: East Asian countries, lack, technological infrastructure
• Vị trí trong bài: Đoạn 4, dòng 1-2
• Giải thích: Bài viết khẳng định “these countries possess some of the world’s most advanced technological capabilities”, điều này mâu thuẫn trực tiếp với việc thiếu cơ sở hạ tầng công nghệ.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: online learning, opportunities, women, Middle Eastern countries
• Vị trí trong bài: Đoạn 6, dòng 3-5
• Giải thích: Bài đọc chỉ ra “online learning has provided unprecedented opportunities for female students who face mobility restrictions or cultural barriers to attending mixed-gender physical institutions”.

Câu 4: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Latin American students, prefer, without video interaction
• Vị trí trong bài: Đoạn 8, dòng 4-6
• Giải thích: Bài viết nói “Successful online programs in Latin America typically incorporate regular video conferencing sessions”, nghĩa là họ ưa thích có video interaction, không phải không có.

Câu 5: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Mobile phones, more commonly, computers, African countries
• Vị trí trong bài: Đoạn 9, dòng 5-7
• Giải thích: Bài đọc khẳng định “Mobile learning has emerged as a particularly important modality, with educational content delivered through smartphones” và “mobile phone penetration far exceeds computer ownership”.

Câu 6: facilitators

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Western education, teachers act as
• Vị trí trong bài: Đoạn 2, dòng 6-7
• Giải thích: “Teachers in these contexts often function as facilitators rather than traditional authority figures”.

Câu 7: drill-and-practice exercises

• Dạng câu hỏi: Sentence Completion
• Từ khóa: East Asian, master concepts, repetition
• Vị trí trong bài: Đoạn 5, dòng cuối
• Giải thích: “online platforms frequently incorporate drill-and-practice exercises that enable students to master fundamental concepts through repetition”.

Câu 8: oral tradition

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Arab culture, preferences for voice-based communication
• Vị trí trong bài: Đoạn 7, dòng 1-2
• Giải thích: “Furthermore, the oral tradition deeply embedded in Arab culture has influenced pedagogical preferences”.

Câu 9: community-based learning

• Dạng câu hỏi: Sentence Completion
• Từ khóa: African online education, students access content together
• Vị trí trong bài: Đoạn 10, dòng 1-2
• Giải thích: “Community-based learning models are common in African online education, where students often gather in groups to access online content together”.

Câu 10: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: key characteristic, Western online learning
• Vị trí trong bài: Đoạn 2
• Giải thích: Toàn bộ đoạn 2 nhấn mạnh “student autonomy” và “self-directed learning” là đặc điểm chính của hệ thống giáo dục phương Tây.

Câu 11: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: East Asian, emphasize, synchronous learning
• Vị trí trong bài: Đoạn 5, dòng 1-3
• Giải thích: “Synchronous learning sessions are highly valued…maintaining the discipline and routine of physical classroom attendance”.

Câu 12: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Latin American online education
• Vị trí trong bài: Đoạn 8, dòng 1-2
• Giải thích: “Latin American approaches to online education reflect the region’s emphasis on personal relationships and social interaction”.

Câu 13: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: successful global platforms should
• Vị trí trong bài: Đoạn 11, dòng 2-5
• Giải thích: “Educational technology companies and institutions seeking to operate across cultural boundaries must move beyond one-size-fits-all solutions and develop culturally responsive and adaptive platforms”.

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Passage 2 – Giải Thích

Câu 14: H

• Dạng câu hỏi: Matching Information
• Từ khóa: different cultures perceive, management of time
• Giải thích: Đoạn H thảo luận về “time orientation” và sự khác biệt giữa monochronic và polychronic cultures.

Câu 15: D

• Dạng câu hỏi: Matching Information
• Từ khóa: students avoid disagreeing with teachers online
• Giải thích: Đoạn D giải thích “Publicly challenging a teacher’s statement or disagreeing with classmates may be perceived as disrespectful or socially inappropriate”.

Câu 16: I

• Dạng câu hỏi: Matching Information
• Từ khóa: whether online education should adapt or maintain universal standards
• Giải thích: Đoạn I (phần cuối passage) đặt câu hỏi “To what extent should online education adapt to existing cultural norms versus challenging students to develop cross-cultural competencies?”

Câu 17: E

• Dạng câu hỏi: Matching Information
• Từ khóa: assessment methods, examination-focused systems
• Giải thích: Đoạn E thảo luận về “examination-oriented cultures” và ưu tiên “standardized testing and objective assessments”.

Câu 18: A

• Dạng câu hỏi: Matching Information
• Từ khóa: philosophical foundation, learner-centered education
• Giải thích: Đoạn A giải thích nguồn gốc triết học của learner-centered education từ “constructivist learning theories pioneered by theorists such as Piaget and Vygotsky”.

Câu 19: G

• Dạng câu hỏi: Matching Information
• Từ khóa: challenges, equal-participation group work
• Giải thích: Đoạn G thảo luận về “power distance” và khó khăn trong việc thực hiện “egalitarian small-group structure” trong các nền văn hóa khác nhau.

Câu 20: constructivist

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn A
• Giải thích: “rooted in constructivist learning theories”

Câu 21: project-based

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn A
• Giải thích: “project-based assessments that require students to demonstrate higher-order thinking skills”

Câu 22: Confucian philosophy

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn B
• Giải thích: “In many Asian educational traditions, influenced by Confucian philosophy”

Câu 23: collectivist

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn D
• Giải thích: “Research has demonstrated that students from collectivist cultures often participate less actively in online discussions”

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Đoạn G và F chỉ ra rằng collaborative learning có những thách thức khác nhau tùy văn hóa, không phải tất cả học sinh đều hưởng lợi như nhau.

Câu 25: YES

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Đoạn H và I giải thích rõ ràng rằng strict deadlines không phù hợp với polychronic cultures.

Câu 26: NO

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Cuối passage cho thấy tác giả ủng hộ việc expose students to different pedagogical approaches để phát triển cultural adaptability.

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Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2, dòng 1-4
• Giải thích: “moving away from viewing it as a static set of attributes…toward understanding it as a dynamic repertoire of interpretive frameworks and behavioral potentials that individuals draw upon selectively”

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 3, dòng cuối
• Giải thích: “students from high uncertainty avoidance cultures exhibit stronger preferences for detailed syllabi, explicit grading criteria, and structured learning paths”

Câu 29: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 6, dòng 1-3
• Giải thích: “The primarily text-based, asynchronous communication that dominates many online learning platforms inherently favors low-context communication styles”

Câu 30: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 8, dòng 1-3
• Giải thích: “Most mainstream learning management systems were developed primarily by Western technology companies for Western educational markets, with design assumptions reflecting Western pedagogical values often embedded invisibly”

Câu 31: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 13, dòng 3-5
• Giải thích: “this linguistic dominance raises deeper questions about epistemological colonization—the extent to which conducting education in English necessarily imports Western conceptual frameworks”

Câu 32: instructor (presence)

• Dạng câu hỏi: Table Completion
• Vị trí trong bài: Đoạn 4, dòng 2-3
• Giải thích: “Students from high power distance cultures report greater satisfaction with online courses featuring prominent instructor involvement”

Câu 33: implicit communication

• Dạng câu hỏi: Table Completion
• Vị trí trong bài: Đoạn 5, dòng 2-3
• Giải thích: “High-context cultures…rely heavily on implicit communication, shared background knowledge, and nonverbal cues”

Câu 34: decontextualized

• Dạng câu hỏi: Table Completion
• Vị trí trong bài: Đoạn 7, dòng 5-6
• Giải thích: “Online learning environments that emphasize isolated skill development, decontextualized problem-solving, and individual accountability may better align with field-independent cognitive styles”

Câu 35: firm deadlines

• Dạng câu hỏi: Table Completion
• Vị trí trong bài: Đoạn 8 (passage 2) hoặc tương tự trong passage 3
• Giải thích: Monochronic cultures “view time as linear, divisible, and controllable” và courses có “firm deadlines”

Câu 36: flexible pedagogical

• Dạng câu hỏi: Table Completion
• Vị trí trong bài: Đoạn 10, dòng 2-3
• Giải thích: “developing a flexible pedagogical repertoire that can be adapted to diverse cultural contexts”

Câu 37: participatory design

• Dạng câu hỏi: Short Answer
• Vị trí trong bài: Đoạn 9, dòng 2-3
• Giải thích: “Some scholars advocate for participatory design approaches that involve educators and students from diverse cultural contexts”

Câu 38: cross-cultural capabilities

• Dạng câu hỏi: Short Answer
• Vị trí trong bài: Đoạn 11, dòng cuối
• Giải thích: “Some educators argue that these cross-cultural capabilities are among the most valuable outcomes of international online education”

Câu 39: research-intensive (institutions)

• Dạng câu hỏi: Short Answer
• Vị trí trong bài: Đoạn 12, dòng 3-4
• Giải thích: “An institution with a strong research-intensive identity might approach online education differently than one with a teaching-focused mission”

Câu 40: virtual reality / augmented reality

• Dạng câu hỏi: Short Answer
• Vị trí trong bài: Đoạn 14, dòng 2
• Giải thích: “The emergence of virtual reality and augmented reality educational technologies” (chấp nhận cả hai đáp án)

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
embrace	v	/ɪmˈbreɪs/	chấp nhận, đón nhận	different cultures embrace these digital tools	embrace change, embrace diversity
disparities	n	/dɪˈspærətiz/	sự chênh lệch, khác biệt	cultural disparities	economic disparities, reduce disparities
autonomy	n	/ɔːˈtɒnəmi/	quyền tự chủ	emphasis on student autonomy	personal autonomy, have autonomy
asynchronous	adj	/eɪˈsɪŋkrənəs/	không đồng bộ	asynchronous learning activities	asynchronous communication
facilitators	n	/fəˈsɪlɪteɪtəz/	người hỗ trợ, điều phối	teachers function as facilitators	act as facilitators
ubiquitous	adj	/juːˈbɪkwɪtəs/	phổ biến khắp nơi	high-speed internet is ubiquitous	become ubiquitous
hierarchical	adj	/ˌhaɪəˈrɑːkɪkl/	có thứ bậc	hierarchical teacher-student relationships	hierarchical structure
cohesion	n	/kəʊˈhiːʒn/	sự gắn kết	emphasis on group cohesion	social cohesion, team cohesion
rote learning	n	/rəʊt ˈlɜːnɪŋ/	học vẹt, học thuộc lòng	rote learning remains important	rely on rote learning
mobility restrictions	n	/məʊˈbɪləti rɪˈstrɪkʃnz/	hạn chế di chuyển	women face mobility restrictions	face mobility restrictions
rapport	n	/ræˈpɔː(r)/	mối quan hệ tốt	building rapport with instructors	establish rapport, build rapport
penetration	n	/ˌpenɪˈtreɪʃn/	sự thâm nhập, phổ biến	mobile phone penetration	market penetration

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
proliferation	n	/prəˌlɪfəˈreɪʃn/	sự gia tăng nhanh	proliferation of online education	nuclear proliferation, rapid proliferation
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm	pedagogical frameworks	pedagogical approach, pedagogical methods
epistemologies	n	/ɪˌpɪstɪˈmɒlədʒiz/	nhận thức luận	cultural epistemologies	different epistemologies
axiomatic	adj	/ˌæksɪəˈmætɪk/	hiển nhiên, tất yếu	almost axiomatic in Western discourse	axiomatic truth
constructivist	adj	/kənˈstrʌktɪvɪst/	theo thuyết kiến tạo	constructivist learning theories	constructivist approach
fidelity	n	/fɪˈdeləti/	sự trung thành, chính xác	transmitted with fidelity and respect	high fidelity, fidelity to tradition
dialectical	adj	/ˌdaɪəˈlektɪkl/	biện chứng	knowledge emerges through dialectical exchange	dialectical process
dissonance	n	/ˈdɪsənəns/	sự bất hòa, mâu thuẫn	pedagogical dissonance	cognitive dissonance
consensus-building	adj	/kənˈsensəs ˈbɪldɪŋ/	xây dựng sự đồng thuận	post consensus-building comments	consensus-building approach
diversified	adj	/daɪˈvɜːsɪfaɪd/	đa dạng hóa	diversified assessment strategies	diversified portfolio
quantification	n	/ˌkwɒntɪfɪˈkeɪʃn/	sự định lượng	clear quantification of achievement	allow for quantification
egalitarian	adj	/ɪˌɡælɪˈteəriən/	bình đẳng	egalitarian small-group structure	egalitarian society
monochronic	adj	/ˌmɒnəˈkrɒnɪk/	theo thời gian tuyến tính	monochronic cultures	monochronic time orientation
polychronic	adj	/ˌpɒliˈkrɒnɪk/	theo thời gian linh hoạt	polychronic cultures	polychronic approach
constraining	adj	/kənˈstreɪnɪŋ/	hạn chế, ràng buộc	unnecessarily constraining	constraining factors

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
exponential	adj	/ˌekspəˈnenʃl/	theo cấp số nhân	exponential growth	exponential increase
transnational	adj	/trænsˈnæʃnəl/	xuyên quốc gia	transnational online education	transnational corporation
essentialist	adj	/ɪˈsenʃəlɪst/	theo chủ nghĩa bản chất	essentialist categorizations	essentialist view
nuanced	adj	/ˈnjuːɑːnst/	tinh tế, có sắc thái	more nuanced approaches	nuanced understanding
multifaceted	adj	/ˌmʌltiˈfæsɪtɪd/	nhiều khía cạnh	multifaceted ways	multifaceted problem
reconceptualization	n	/ˌriːkənˌseptʃuəlaɪˈzeɪʃn/	tái khái niệm hóa	reconceptualization of culture	require reconceptualization
repertoire	n	/ˈrepətwɑː(r)/	kho, tập hợp	dynamic repertoire of frameworks	expand repertoire
heuristic	adj	/hjʊəˈrɪstɪk/	theo phương pháp thử nghiệm	useful heuristic framework	heuristic approach
demonstrable	adj	/dɪˈmɒnstrəbl/	có thể chứng minh	demonstrable implications	demonstrable effect
uncertainty avoidance	n	/ʌnˈsɜːtnti əˈvɔɪdəns/	tránh né sự không chắc chắn	high uncertainty avoidance cultures	uncertainty avoidance dimension
infantilizing	adj	/ˈɪnfəntɪlaɪzɪŋ/	coi như trẻ con	overly controlling or infantilizing	infantilizing behavior
paralinguistic	adj	/ˌpærəlɪŋˈɡwɪstɪk/	cận ngôn ngữ	paralinguistic features	paralinguistic cues
atomized	adj	/ˈætəmaɪzd/	phân mảnh	atomized skill demonstration	atomized society
affordances	n	/əˈfɔːdnsɪz/	khả năng cung cấp	technological affordances	design affordances
metacognitive	adj	/ˌmetəˈkɒɡnətɪv/	siêu nhận thức	metacognitive awareness	metacognitive skills
asymmetry	n	/eɪˈsɪmətri/	sự bất đối xứng	inherent asymmetry	power asymmetry
epistemological colonization	n	/ɪˌpɪstɪməˈlɒdʒɪkl kəˌlɒnaɪˈzeɪʃn/	thuộc địa hóa tri thức	epistemological colonization	resist epistemological colonization
pluralism	n	/ˈplʊərəlɪzəm/	chủ nghĩa đa nguyên	technological and pedagogical pluralism	cultural pluralism

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Kết bài

Chủ đề “Cultural differences in approaches to online learning” không chỉ phản ánh xu hướng giáo dục toàn cầu mà còn là một trong những chủ đề xuất hiện thường xuyên trong kỳ thi IELTS Reading những năm gần đây. Việc hiểu sâu về chủ đề này giúp bạn không chỉ đạt điểm cao trong bài thi mà còn mở rộng hiểu biết về văn hóa học tập quốc tế.

Bộ đề thi mẫu này đã cung cấp cho bạn:

• 3 passages với độ khó tăng dần từ Easy (Band 5.0-6.5) đến Hard (Band 7.0-9.0), giúp bạn làm quen với cấu trúc thực tế của đề thi IELTS
• 40 câu hỏi đa dạng bao gồm 7 dạng phổ biến nhất: Multiple Choice, True/False/Not Given, Yes/No/Not Given, Matching Headings, Summary Completion, Matching Features và Short-answer Questions
• Đáp án chi tiết kèm giải thích về vị trí thông tin, kỹ thuật paraphrase và cách phân tích từng câu hỏi
• Từ vựng học thuật phân loại theo từng passage với phiên âm, nghĩa tiếng Việt, ví dụ thực tế và collocation giúp bạn mở rộng vốn từ vựng

Để đạt hiệu quả cao nhất, bạn nên:

• Làm bài trong điều kiện thi thật (60 phút không gián đoạn)
• Đối chiếu đáp án và đọc kỹ phần giải thích để hiểu tại sao đáp án đó đúng
• Học thuộc từ vựng theo bảng và luyện tập sử dụng trong các collocation thực tế
• Luyện lại những câu hỏi sai để nắm vững kỹ thuật làm bài

Chúc bạn ôn tập hiệu quả và đạt band điểm mục tiêu trong kỳ thi IELTS sắp tới!