Mở Bài
Trong kỷ nguyên số hóa, khả năng kết nối và học hỏi xuyên biên giới đã trở thành một xu hướng tất yếu trong giáo dục. Chủ đề “How Online Platforms Foster Cross-cultural Peer Learning” không chỉ phản ánh thực tế đang diễn ra trong xã hội hiện đại mà còn là một chủ đề phổ biến xuất hiện trong các đề thi IELTS Reading gần đây, đặc biệt là từ năm 2020 trở lại đây khi đại dịch đã thúc đẩy mạnh mẽ việc học trực tuyến.
Bài thi mẫu này được thiết kế hoàn toàn dựa trên chuẩn Cambridge IELTS, bao gồm 3 passages với độ khó tăng dần từ Easy (Band 5.0-6.5) đến Hard (Band 7.0-9.0). Bạn sẽ được làm quen với đầy đủ các dạng câu hỏi xuất hiện thường xuyên trong kỳ thi thực tế như Multiple Choice, True/False/Not Given, Matching Headings, Summary Completion và nhiều dạng khác. Mỗi passage được thiết kế kỹ lưỡng với từ vựng và cấu trúc ngữ pháp được làm đậm để bạn dễ dàng học tập và ghi nhớ.
Đề thi này phù hợp cho học viên từ band 5.0 trở lên, kèm theo đáp án chi tiết và giải thích cụ thể để bạn có thể tự đánh giá và cải thiện kỹ năng làm bài một cách bài bản nhất.
1. Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test là bài kiểm tra khả năng đọc hiểu tiếng Anh học thuật trong thời gian 60 phút. Bạn sẽ phải hoàn thành 40 câu hỏi dựa trên 3 passages với độ dài tổng cộng khoảng 2000-2750 từ.
Phân bổ thời gian khuyến nghị:
- Passage 1: 15-17 phút (độ khó thấp, câu hỏi dễ xác định)
- Passage 2: 18-20 phút (độ khó trung bình, yêu cầu suy luận)
- Passage 3: 23-25 phút (độ khó cao, nội dung phức tạp)
Lưu ý quan trọng: Bạn cần tự quản lý thời gian và chuyển đáp án lên phiếu trả lời trong 60 phút này. Không có thời gian bổ sung để chép đáp án như phần Listening.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
- True/False/Not Given – Xác định thông tin đúng/sai/không đề cập
- Matching Information – Nối thông tin với đoạn văn
- Yes/No/Not Given – Xác định ý kiến tác giả
- Matching Headings – Chọn tiêu đề phù hợp cho đoạn văn
- Summary Completion – Hoàn thành đoạn tóm tắt
- Short-answer Questions – Câu hỏi trả lời ngắn
2. IELTS Reading Practice Test
PASSAGE 1 – The Digital Bridge: Connecting Students Across Continents
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
In recent years, the landscape of education has undergone a dramatic transformation, largely due to the proliferation of online learning platforms. These digital spaces have become powerful catalysts for cross-cultural exchange, enabling students from diverse backgrounds to collaborate, share ideas, and learn from one another in ways that were previously unimaginable. The emergence of platforms such as Coursera, edX, and various virtual classroom environments has fundamentally altered how students interact with peers from different countries and cultures.
One of the most significant advantages of online learning platforms is their ability to transcend geographical boundaries. A student in Vietnam can now easily participate in a study group with classmates from Brazil, Nigeria, and Sweden, all without leaving their home. This unprecedented level of connectivity has opened doors to cultural perspectives that were once accessible only through expensive international travel or study abroad programs. Through discussion forums, video conferences, and collaborative projects, students are exposed to different ways of thinking, problem-solving approaches, and cultural viewpoints that enrich their educational experience.
The asynchronous nature of many online platforms also plays a crucial role in facilitating cross-cultural learning. Unlike traditional classrooms where everyone must be present at the same time, online platforms allow students in different time zones to contribute to discussions and projects at their convenience. This flexibility means that a student in Tokyo can post a question before going to bed, and wake up to find thoughtful responses from peers in London and New York. This continuous flow of ideas creates a dynamic learning environment where knowledge circulates around the clock.
Language barriers, once considered insurmountable obstacles to international collaboration, are being addressed through innovative technological solutions. Many platforms now incorporate real-time translation features, allowing students who speak different languages to communicate effectively. Additionally, the written nature of much online communication gives students time to carefully compose their thoughts and use translation tools when needed, reducing the pressure often felt in face-to-face conversations. This has particularly benefited students from non-English speaking countries who may feel hesitant to speak up in traditional international settings.
Học sinh từ nhiều quốc gia khác nhau tham gia học tập và trao đổi kiến thức trên nền tảng trực tuyến
The structured activities designed by educators for online platforms specifically encourage cross-cultural interaction. Peer review assignments, where students evaluate and provide feedback on each other’s work, expose learners to different writing styles, argumentation techniques, and cultural references. Group projects that deliberately mix students from different countries foster not only academic collaboration but also intercultural competence. These experiences help students develop essential skills for working in today’s globalized workforce, where the ability to collaborate across cultures is increasingly valued by employers.
Furthermore, online platforms provide safe spaces for students to ask questions about cultural differences without fear of causing offense. In moderated forums, students can openly discuss topics such as different educational traditions, social norms, and cultural practices. These discussions often reveal surprising similarities among cultures while also celebrating their unique characteristics. For instance, students might discover that while their countries have different celebration customs, the underlying values of family and community are universally cherished.
The democratizing effect of online learning platforms cannot be overstated. Students from economically disadvantaged backgrounds now have access to the same high-quality educational resources and international peer networks as their more privileged counterparts. This leveling of the playing field means that talent and dedication, rather than geographical location or financial resources, increasingly determine educational opportunities. A motivated student in a remote village with internet access can now engage with world-class educational content and form meaningful connections with peers from leading universities worldwide.
However, it is important to acknowledge that challenges remain. Digital literacy varies significantly across different regions, and not all students have equal access to reliable internet connections or appropriate devices. Cultural differences in communication styles can sometimes lead to misunderstandings, particularly when subtle aspects of language and cultural context are lost in text-based communication. Additionally, the lack of physical presence means that some interpersonal skills and cultural nuances that would naturally develop through in-person interactions may require more conscious effort to learn online.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C, or D.
1. According to the passage, online learning platforms have changed education mainly by:
A. Making education cheaper for everyone
B. Replacing traditional universities completely
C. Enabling international student collaboration
D. Eliminating the need for teachers
2. The asynchronous nature of online platforms means that:
A. Students must be online at the same time
B. Students can contribute at different times
C. Learning is less effective than traditional methods
D. Time zones create major problems
3. Language barriers in online learning are being reduced through:
A. Requiring all students to learn English first
B. Limiting platforms to single-language groups
C. Translation features and written communication
D. Eliminating non-English speakers from platforms
4. Peer review assignments help students by:
A. Avoiding contact with different cultures
B. Focusing only on grammar mistakes
C. Exposing them to diverse perspectives
D. Reducing their workload significantly
5. The passage suggests that online platforms are democratizing because they:
A. Only accept students from wealthy backgrounds
B. Provide equal access regardless of location or wealth
C. Eliminate all educational challenges
D. Replace the need for internet access
Questions 6-9: True/False/Not Given
Do the following statements agree with the information given in the passage?
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
6. Online platforms allow students from Vietnam to study with peers from other continents.
7. All online learning platforms require students to attend live video sessions.
8. Students from economically disadvantaged backgrounds often perform better than privileged students on online platforms.
9. Some interpersonal skills may require more conscious effort to develop in online settings.
Questions 10-13: Sentence Completion
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
10. Online discussion forums create a __ where knowledge is shared continuously.
11. Written communication in online platforms gives students time to __ their thoughts carefully.
12. Moderated online forums provide __ for students to discuss cultural differences openly.
13. The passage mentions that talent and __ are becoming more important than location in determining educational opportunities.
PASSAGE 2 – Cultural Intelligence in Virtual Classrooms
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The advent of digital learning ecosystems has catalyzed a paradigm shift in how students develop cultural intelligence (CQ) – the capability to function effectively across diverse cultural contexts. Unlike traditional pedagogical models that primarily facilitated learning within culturally homogeneous groups, contemporary online platforms inherently possess characteristics that promote and sometimes necessitate the development of cross-cultural competencies. This transformation has profound implications for educational theory and practice, particularly as institutions worldwide grapple with preparing students for an increasingly interconnected global economy.
Cultural intelligence comprises four interconnected dimensions: metacognitive, cognitive, motivational, and behavioral. Online learning environments provide unique affordances for developing each of these dimensions simultaneously. The metacognitive dimension – involving awareness and strategic thinking about cultural differences – is particularly enhanced in virtual settings where students must consciously navigate communication protocols, time zone differences, and varying expectations regarding academic discourse. For instance, when a German student accustomed to direct communication styles collaborates with a Japanese peer who employs more indirect approaches, both must engage in metacognitive reflection to ensure mutual understanding and effective collaboration.
The cognitive dimension of cultural intelligence, which encompasses knowledge about different cultures and their practices, is substantially enriched through sustained engagement on online platforms. Unlike brief tourist encounters or superficial exchanges, extended collaborative projects require students to develop nuanced understanding of their peers’ cultural frameworks. Research conducted by developmental psychologists has demonstrated that students who participate in long-term cross-cultural online collaborations develop significantly more sophisticated mental models of cultural difference compared to those who only experience short-term exchanges. These mental models enable students to anticipate and interpret behaviors that might otherwise seem puzzling or contradictory.
Phát triển trí thông minh văn hóa và kỹ năng giao tiếp liên văn hóa trong lớp học ảo đa quốc gia
Motivational aspects of cultural intelligence – the drive to learn about and engage with different cultures – are fostered through the design features of many online learning platforms. Gamification elements, collaborative challenges, and structured peer interactions create intrinsic motivation to bridge cultural divides. Furthermore, the relative anonymity and psychological safety that online environments can provide often encourage students who might be reticent in face-to-face settings to venture beyond their comfort zones. A study by the International Association for Online Learning found that 73% of students reported feeling more confident expressing culturally informed opinions in online discussions than in traditional classrooms, attributing this confidence to having time to formulate responses and the reduced social pressure of asynchronous communication.
The behavioral dimension – the ability to adapt verbal and non-verbal behaviors appropriately in cross-cultural situations – presents both opportunities and challenges in online contexts. While the absence of physical co-presence means that certain non-verbal cues are unavailable, this limitation simultaneously reduces the potential for cultural miscommunication based on body language, physical proximity preferences, or eye contact conventions that vary dramatically across cultures. Instead, students must develop alternative repertoires of culturally appropriate behaviors specific to digital environments: understanding when to use formal versus informal language in different cultural contexts, recognizing implicit emotional content in text-based messages, and adapting communication styles to accommodate diverse linguistic proficiencies.
Institutional support plays a critical role in maximizing the cross-cultural learning potential of online platforms. Universities that merely provide technology without pedagogical frameworks designed to leverage cultural diversity often find that students self-segregate into culturally familiar groups, thereby missing valuable learning opportunities. In contrast, institutions that deliberately structure intercultural interactions – through assigned diverse teams, facilitated cross-cultural dialogues, and explicit instruction in cultural intelligence – see measurably improved outcomes in students’ intercultural competence. The role of education in fostering cultural empathy has become increasingly important in this context, as educators recognize the need for intentional design rather than assuming that exposure alone will yield learning.
Assessment practices in online cross-cultural learning environments require careful consideration. Traditional metrics that prioritize individual achievement and standardized performance may inadvertently undervalue the collaborative and culturally negotiated nature of learning in these contexts. Progressive institutions are experimenting with alternative assessment methods that recognize contributions to group knowledge-building, demonstrated cultural sensitivity, and growth in intercultural competence over time. These holistic approaches better capture the multifaceted learning that occurs when students engage authentically with culturally diverse peers.
Despite the considerable potential, systemic inequities in access and participation persist. Students from regions with limited technological infrastructure face disproportionate barriers to full participation in online cross-cultural learning experiences. Additionally, linguistic hegemonies – particularly the dominance of English in many international platforms – can marginalize students whose first language differs, potentially creating hierarchies of participation rather than truly egalitarian learning communities. Addressing these disparities requires concerted efforts from platform designers, educational institutions, and policymakers to ensure that the promise of cross-cultural peer learning is accessible to all students, regardless of their geographical or socioeconomic circumstances.
Questions 14-26
Questions 14-18: Yes/No/Not Given
Do the following statements agree with the views of the writer in the passage?
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
14. Online learning platforms naturally encourage the development of cross-cultural skills more than traditional classrooms.
15. Students always prefer online communication to face-to-face interaction when discussing cultural topics.
16. The absence of physical presence in online settings completely eliminates cultural miscommunication.
17. Universities that simply provide technology without proper planning often fail to maximize cross-cultural learning.
18. All students have equal access to participate fully in online cross-cultural learning experiences.
Questions 19-23: Matching Headings
Choose the correct heading for paragraphs B-F from the list of headings below.
Write the correct number (i-ix) next to questions 19-23.
List of Headings:
i. The challenge of assessing cross-cultural learning
ii. How online platforms develop metacognitive awareness
iii. The financial benefits of online education
iv. Overcoming physical communication barriers
v. The importance of institutional planning
vi. Motivation factors in virtual cultural exchange
vii. Building comprehensive cultural knowledge online
viii. Technical problems in online learning
ix. Language difficulties for all students
19. Paragraph B (begins with “Cultural intelligence comprises…”)
20. Paragraph C (begins with “The cognitive dimension…”)
21. Paragraph D (begins with “Motivational aspects…”)
22. Paragraph E (begins with “The behavioral dimension…”)
23. Paragraph F (begins with “Institutional support plays…”)
Questions 24-26: Summary Completion
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Cultural intelligence consists of four key dimensions that online platforms help develop. The metacognitive dimension involves awareness of cultural differences and 24. __ about these differences. When students engage in long-term online projects, they develop more 25. __ of cultural differences than through short exchanges. However, challenges remain, particularly regarding 26. __ in access to technology, which creates barriers for some students.
PASSAGE 3 – The Sociotechnical Architecture of Cross-Cultural Digital Learning Communities
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The exponential growth of online learning platforms over the past decade has engendered considerable scholarly attention regarding their efficacy in fostering cross-cultural peer learning. However, much of this discourse has been characterized by either technological determinism – the assumption that technology inherently produces certain social outcomes – or pedagogical idealism – the belief that well-intentioned educational design is sufficient to overcome structural barriers. A more nuanced analysis requires examining these platforms as sociotechnical systems, where technology, pedagogy, institutional structures, and sociocultural contexts coalesce in complex configurations that either facilitate or impede meaningful cross-cultural engagement. This analytical framework reveals that the affordances of online platforms for cross-cultural learning are neither predetermined nor uniformly distributed, but rather are contingent upon multifaceted interactions among technical architectures, pedagogical interventions, and the agency of diverse stakeholders.
From a sociotechnical perspective, the design features of online learning platforms embody particular assumptions about communication, knowledge construction, and cultural interaction. The predominance of text-based asynchronous communication in many platforms, for instance, privileges certain cognitive styles and linguistic competencies while potentially marginalizing students whose cultural backgrounds emphasize oral traditions or synchronous dialogue. Research in applied linguistics has demonstrated that students from high-context cultures – where meaning is heavily dependent on implicit understanding and shared contextual knowledge – may experience cognitive dissonance when compelled to articulate ideas in the explicit, decontextualized manner often required by online discussion forums. Conversely, students from low-context cultures may find the directness afforded by text-based communication liberating, as it minimizes the ambiguity they might encounter in face-to-face interactions with peers from high-context backgrounds.
The algorithmic curation of content and peer matching in online platforms constitutes another critical dimension of their sociotechnical architecture. Many contemporary platforms employ machine learning algorithms to personalize learning experiences, ostensibly to enhance engagement and learning efficiency. However, these algorithms may inadvertently create “filter bubbles” that limit students’ exposure to diverse perspectives. When recommendation systems prioritize content and peer interactions based on similarity metrics – such as previous viewing patterns, linguistic preferences, or geographical proximity – they may systematically reduce the serendipitous encounters with cultural difference that are often the catalyst for profound learning. This paradox – whereby technology designed to optimize learning may actually constrain cross-cultural engagement – underscores the necessity of critical evaluation of algorithmic systems in educational contexts.
Kiến trúc kỹ thuật xã hội của cộng đồng học tập số liên văn hóa với các yếu tố công nghệ và văn hóa
Power dynamics and epistemic hierarchies within cross-cultural online learning communities warrant careful scrutiny. The persistent dominance of English as the lingua franca in international online education confers asymmetric advantages upon native English speakers, who can devote their cognitive resources to content mastery rather than language processing. This linguistic inequality is compounded by cultural capital disparities: students from Western educational traditions may possess greater familiarity with the participatory, student-centered pedagogies commonly employed in online platforms, whereas students from educational systems that emphasize hierarchical knowledge transmission may require substantial adjustment periods. These structural inequalities can generate patterns of participation where certain students consistently assume leadership roles while others remain peripheral, thereby reproducing rather than challenging global hierarchies of knowledge and cultural authority. The issue of mental health awareness in educational institutions becomes particularly relevant here, as students navigating these power imbalances may experience significant psychological stress.
The concept of “transliteracy” – the ability to traverse different platforms, modalities, and cultural contexts in digital communication – has emerged as essential for effective cross-cultural peer learning. Students must develop competence not only in using various technological tools but also in interpreting and producing multimodal texts (combining text, images, video, and audio) that resonate across cultural boundaries. This requires what scholars term “cosmopolitan digital literacy“: an orientation that embraces multiple perspectives, critically evaluates cultural representations, and skillfully navigates tensions between global standardization and local particularities. Educational initiatives that explicitly cultivate these literacies – through scaffolded activities that progressively increase complexity and cultural diversity – demonstrate superior outcomes in fostering genuine cross-cultural understanding compared to approaches that assume students will organically develop these capabilities through mere exposure.
The sustainability of cross-cultural peer learning communities in online environments hinges on establishing robust mechanisms for conflict resolution and intercultural mediation. Misunderstandings rooted in different communication conventions, divergent academic integrity norms, or conflicting expectations regarding collaboration are inevitable in culturally diverse online groups. Platforms that lack structured protocols for addressing such conflicts often witness group fragmentation or the withdrawal of marginalized members. Effective approaches typically incorporate trained intercultural mediators, peer mentoring programs that pair experienced students with newcomers, and transparent community guidelines that are developed collaboratively rather than imposed top-down. These mechanisms not only resolve immediate conflicts but also cultivate collective capacity for intercultural dialogue, transforming potentially divisive incidents into learning opportunities.
Empirical research on the long-term impacts of cross-cultural peer learning through online platforms presents a complex picture. Longitudinal studies indicate that students who engage meaningfully in such experiences demonstrate enhanced cognitive flexibility, increased tolerance for ambiguity, and superior performance in collaborative problem-solving compared to control groups. However, these benefits are unevenly distributed: they are most pronounced among students who received explicit instruction in intercultural competence, participated in well-structured activities with clear learning objectives, and had access to adequate technological resources. Notably, the quality of cross-cultural interactions – measured by depth of engagement, reciprocity of exchange, and demonstration of perspective-taking – proves far more consequential than mere quantity of cross-cultural contacts. This finding challenges simplistic assumptions that simply increasing international enrollment or global partnerships will automatically yield intercultural learning, emphasizing instead the necessity of deliberate pedagogical design and institutional commitment.
The trajectory of cross-cultural peer learning in online environments will likely be shaped by emerging technologies such as artificial intelligence, virtual reality, and automated translation systems. While these innovations promise to reduce certain barriers – such as language differences and geographical separation – they also raise important questions about authenticity, human agency, and the potential for technological mediation to either enhance or diminish genuine intercultural understanding. As educational institutions increasingly adopt these technologies, critical engagement with their affordances and limitations becomes imperative. The ultimate goal should be to harness technological capabilities in ways that amplify rather than replace human connection, facilitate rather than automate cultural exchange, and democratize rather than concentrate access to transformative cross-cultural learning experiences.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C, or D.
27. According to the passage, much analysis of online learning platforms has been limited by:
A. Insufficient research data
B. Oversimplified assumptions about technology and pedagogy
C. Lack of interest from scholars
D. Too much focus on cultural differences
28. Students from high-context cultures may experience difficulty in online forums because:
A. They prefer oral communication and implicit understanding
B. They are not comfortable using technology
C. They lack adequate internet access
D. They refuse to communicate in English
29. The passage suggests that recommendation algorithms in learning platforms may:
A. Always improve student engagement effectively
B. Create filter bubbles that limit cultural exposure
C. Eliminate all learning inefficiencies
D. Work better than traditional teaching methods
30. The term “transliteracy” refers to:
A. The ability to translate between languages
B. Basic computer skills required for online learning
C. The capacity to navigate different platforms and cultural contexts
D. Traditional literacy skills applied to digital contexts
31. Research on long-term impacts shows that benefits are greatest when:
A. Students have frequent but superficial contacts
B. Institutions simply increase international enrollment
C. Students receive explicit instruction and structured activities
D. All students use the same technological devices
Questions 32-36: Matching Features
Match each researcher/organization (A-F) with the correct finding or position (Questions 32-36).
Write the correct letter, A-F, next to questions 32-36.
A. Research in applied linguistics
B. International Association for Online Learning
C. Developmental psychologists
D. Scholars of digital literacy
E. Longitudinal studies
F. Machine learning researchers
32. Found that quality of interactions matters more than quantity in cross-cultural learning
33. Discovered that long-term collaborations develop more sophisticated understanding of cultures
34. Reported that most students felt more confident expressing cultural opinions online
35. Demonstrated that high-context culture students struggle with explicit online communication
36. Emphasized the need for “cosmopolitan digital literacy”
Questions 37-40: Short-answer Questions
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
37. What type of students receive asymmetric advantages in English-dominated online platforms?
38. What do platforms need to establish to ensure sustainability of cross-cultural learning communities?
39. What THREE emerging technologies does the passage mention will likely shape future cross-cultural learning? (Write THREE words)
40. According to the passage, what should be the ultimate goal when adopting new educational technologies?
3. Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- C
- B
- C
- C
- B
- TRUE
- FALSE
- NOT GIVEN
- TRUE
- dynamic learning environment
- carefully compose
- safe spaces
- dedication
PASSAGE 2: Questions 14-26
- YES
- NOT GIVEN
- NO
- YES
- NO
- ii
- vii
- vi
- iv
- v
- strategic thinking
- sophisticated mental models
- systemic inequities
PASSAGE 3: Questions 27-40
- B
- A
- B
- C
- C
- E
- C
- B
- A
- D
- native English speakers
- robust mechanisms
- artificial intelligence, virtual reality, automated translation (any three acceptable)
- amplify human connection
4. Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: online learning platforms, changed education, mainly by
- Vị trí trong bài: Đoạn A, dòng 1-5
- Giải thích: Câu đầu tiên của passage nói rõ “These digital spaces have become powerful catalysts for cross-cultural exchange, enabling students from diverse backgrounds to collaborate” – các nền tảng số đã trở thành chất xúc tác mạnh mẽ cho việc trao đổi liên văn hóa, cho phép học sinh hợp tác. Đây chính là enabling international student collaboration.
Câu 2: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: asynchronous nature, means that
- Vị trí trong bài: Đoạn C, dòng 1-4
- Giải thích: “Unlike traditional classrooms where everyone must be present at the same time, online platforms allow students in different time zones to contribute to discussions and projects at their convenience” – điều này có nghĩa là học sinh có thể đóng góp vào các thời điểm khác nhau (at different times).
Câu 6: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: Vietnam, study with peers, other continents
- Vị trí trong bài: Đoạn B, dòng 1-2
- Giải thích: “A student in Vietnam can now easily participate in a study group with classmates from Brazil, Nigeria, and Sweden” – điều này xác nhận học sinh Việt Nam có thể học với bạn bè từ các châu lục khác (Brazil – Nam Mỹ, Nigeria – Châu Phi, Sweden – Châu Âu).
Câu 7: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: all online platforms, require, live video sessions
- Vị trí trong bài: Đoạn C, dòng 1-2
- Giải thích: “The asynchronous nature of many online platforms” và “Unlike traditional classrooms where everyone must be present at the same time” – điều này chỉ ra rằng không phải tất cả nền tảng đều yêu cầu tham gia trực tiếp cùng lúc.
Câu 10: dynamic learning environment
- Dạng câu hỏi: Sentence Completion
- Từ khóa: knowledge shared continuously
- Vị trí trong bài: Đoạn C, dòng cuối
- Giải thích: “This continuous flow of ideas creates a dynamic learning environment where knowledge circulates around the clock” – chính xác cụm từ cần điền.
Câu 13: dedication
- Dạng câu hỏi: Sentence Completion
- Từ khóa: talent and, important, location
- Vị trí trong bài: Đoạn G, dòng 3-4
- Giải thích: “This leveling of the playing field means that talent and dedication, rather than geographical location or financial resources, increasingly determine educational opportunities” – talent và dedication là hai yếu tố được nhắc đến.
Passage 2 – Giải Thích
Câu 14: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: online platforms, naturally encourage, cross-cultural skills
- Vị trí trong bài: Đoạn A, dòng 2-4
- Giải thích: “contemporary online platforms inherently possess characteristics that promote and sometimes necessitate the development of cross-cultural competencies” – tác giả đồng ý rằng các nền tảng trực tuyến có đặc điểm vốn có (inherently/naturally) thúc đẩy kỹ năng liên văn hóa.
Câu 16: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: absence physical presence, completely eliminates, cultural miscommunication
- Vị trí trong bài: Đoạn E, dòng 2-4
- Giải thích: “While the absence of physical co-presence means that certain non-verbal cues are unavailable, this limitation simultaneously reduces the potential for cultural miscommunication” – chỉ GIẢM (reduces) chứ không phải LOẠI BỎ HOÀN TOÀN (completely eliminates).
Câu 17: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: universities, simply provide technology, without planning, fail
- Vị trí trong bài: Đoạn F, dòng 1-3
- Giải thích: “Universities that merely provide technology without pedagogical frameworks designed to leverage cultural diversity often find that students self-segregate into culturally familiar groups, thereby missing valuable learning opportunities” – tác giả đồng ý với quan điểm này.
Câu 19: ii (How online platforms develop metacognitive awareness)
- Vị trí: Đoạn B tập trung vào metacognitive dimension – “The metacognitive dimension – involving awareness and strategic thinking about cultural differences – is particularly enhanced in virtual settings”
Câu 20: vii (Building comprehensive cultural knowledge online)
- Vị trí: Đoạn C nói về cognitive dimension – “The cognitive dimension of cultural intelligence, which encompasses knowledge about different cultures and their practices, is substantially enriched through sustained engagement on online platforms”
Câu 24: strategic thinking
- Vị trí trong bài: Đoạn B, “The metacognitive dimension – involving awareness and strategic thinking about cultural differences”
Câu 25: sophisticated mental models
- Vị trí trong bài: Đoạn C, “students who participate in long-term cross-cultural online collaborations develop significantly more sophisticated mental models of cultural difference”
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: analysis, limited by
- Vị trí trong bài: Đoạn A, dòng 2-5
- Giải thích: “much of this discourse has been characterized by either technological determinism… or pedagogical idealism” – phân tích bị hạn chế bởi các giả định đơn giản hóa về công nghệ và giáo học.
Câu 28: A
- Dạng câu hỏi: Multiple Choice
- Từ khóa: high-context cultures, difficulty
- Vị trí trong bài: Đoạn B, dòng 4-7
- Giải thích: “students from high-context cultures – where meaning is heavily dependent on implicit understanding and shared contextual knowledge – may experience cognitive dissonance when compelled to articulate ideas in the explicit, decontextualized manner” – họ gặp khó khăn vì ưa giao tiếp ngầm hiểu và ngữ cảnh chung.
Câu 29: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: recommendation algorithms, may
- Vị trí trong bài: Đoạn C, dòng 3-6
- Giải thích: “However, these algorithms may inadvertently create ‘filter bubbles’ that limit students’ exposure to diverse perspectives” – các thuật toán có thể tạo ra bong bóng lọc hạn chế tiếp xúc văn hóa.
Câu 32: E (Longitudinal studies)
- Vị trí trong bài: Đoạn H, “Longitudinal studies indicate… Notably, the quality of cross-cultural interactions… proves far more consequential than mere quantity”
Câu 37: native English speakers
- Vị trí trong bài: Đoạn D, “The persistent dominance of English as the lingua franca in international online education confers asymmetric advantages upon native English speakers”
Câu 38: robust mechanisms
- Vị trí trong bài: Đoạn G, “The sustainability of cross-cultural peer learning communities in online environments hinges on establishing robust mechanisms for conflict resolution”
Câu 40: amplify human connection
- Vị trí trong bài: Đoạn I, câu cuối, “The ultimate goal should be to harness technological capabilities in ways that amplify rather than replace human connection”
5. Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| proliferation | n | /prəˌlɪfəˈreɪʃn/ | sự gia tăng nhanh chóng | the proliferation of online learning platforms | proliferation of technology |
| transcend | v | /trænˈsend/ | vượt qua, vượt ra ngoài | transcend geographical boundaries | transcend limitations |
| facilitate | v | /fəˈsɪlɪteɪt/ | tạo điều kiện thuận lợi | facilitating cross-cultural learning | facilitate communication |
| asynchronous | adj | /eɪˈsɪŋkrənəs/ | không đồng bộ | asynchronous nature of platforms | asynchronous communication |
| insurmountable | adj | /ˌɪnsəˈmaʊntəbl/ | không thể vượt qua | insurmountable obstacles | insurmountable barriers |
| incorporate | v | /ɪnˈkɔːpəreɪt/ | kết hợp, tích hợp | incorporate translation features | incorporate technology |
| foster | v | /ˈfɒstə(r)/ | thúc đẩy, nuôi dưỡng | foster cross-cultural interaction | foster collaboration |
| democratizing | adj | /dɪˈmɒkrətaɪzɪŋ/ | dân chủ hóa | democratizing effect of platforms | democratizing education |
| acknowledge | v | /əkˈnɒlɪdʒ/ | thừa nhận | acknowledge that challenges remain | acknowledge problems |
| nuance | n | /ˈnjuːɑːns/ | sắc thái tinh tế | cultural nuances | cultural nuance |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| catalyze | v | /ˈkætəlaɪz/ | xúc tác, thúc đẩy mạnh | catalyzed a paradigm shift | catalyze change |
| paradigm shift | n | /ˈpærədaɪm ʃɪft/ | sự thay đổi mô hình tư duy | catalyzed a paradigm shift | major paradigm shift |
| pedagogical | adj | /ˌpedəˈɡɒdʒɪkl/ | thuộc về sư phạm | pedagogical models | pedagogical approach |
| metacognitive | adj | /ˌmetəˈkɒɡnətɪv/ | siêu nhận thức | metacognitive dimension | metacognitive awareness |
| affordance | n | /əˈfɔːdns/ | khả năng cung cấp | unique affordances for learning | technological affordances |
| nuanced | adj | /ˈnjuːɑːnst/ | tinh tế, sắc sảo | nuanced understanding | nuanced approach |
| reticent | adj | /ˈretɪsnt/ | ngần ngại, dè dặt | students who might be reticent | reticent to speak |
| leverage | v | /ˈliːvərɪdʒ/ | tận dụng hiệu quả | leverage cultural diversity | leverage resources |
| marginalize | v | /ˈmɑːdʒɪnəlaɪz/ | đẩy ra lề, gạt bỏ | marginalize students | marginalize voices |
| egalitarian | adj | /ɪˌɡælɪˈteəriən/ | bình đẳng | egalitarian learning communities | egalitarian society |
| disparity | n | /dɪˈspærəti/ | sự chênh lệch | linguistic hegemonies and disparities | income disparity |
| holistic | adj | /həʊˈlɪstɪk/ | toàn diện | holistic approaches | holistic view |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| engender | v | /ɪnˈdʒendə(r)/ | sinh ra, tạo ra | engendered scholarly attention | engender debate |
| determinism | n | /dɪˈtɜːmɪnɪzəm/ | chủ nghĩa định đoạt | technological determinism | economic determinism |
| coalesce | v | /ˌkəʊəˈles/ | hợp nhất, kết hợp | coalesce in complex configurations | coalesce into groups |
| contingent upon | adj + prep | /kənˈtɪndʒənt əˈpɒn/ | phụ thuộc vào | contingent upon multifaceted interactions | contingent upon factors |
| embody | v | /ɪmˈbɒdi/ | hiện thân, thể hiện | embody particular assumptions | embody values |
| cognitive dissonance | n | /ˈkɒɡnətɪv ˈdɪsənəns/ | mâu thuẫn nhận thức | experience cognitive dissonance | cognitive dissonance theory |
| algorithmic curation | n | /ˌælɡəˈrɪðmɪk kjʊəˈreɪʃn/ | sự tuyển chọn bằng thuật toán | algorithmic curation of content | algorithmic curation process |
| serendipitous | adj | /ˌserənˈdɪpɪtəs/ | tình cờ may mắn | serendipitous encounters | serendipitous discovery |
| epistemic | adj | /ˌepɪˈstiːmɪk/ | thuộc về nhận thức luận | epistemic hierarchies | epistemic authority |
| asymmetric | adj | /ˌeɪsɪˈmetrɪk/ | bất đối xứng | asymmetric advantages | asymmetric relationship |
| traverse | v | /trəˈvɜːs/ | đi qua, vượt qua | traverse different platforms | traverse boundaries |
| cosmopolitan | adj | /ˌkɒzməˈpɒlɪtən/ | mang tính toàn cầu | cosmopolitan digital literacy | cosmopolitan attitude |
| scaffold | v | /ˈskæfəʊld/ | hỗ trợ từng bước | scaffolded activities | scaffold learning |
| hinge on | v | /hɪndʒ ɒn/ | phụ thuộc vào | hinges on establishing mechanisms | hinge on factors |
| longitudinal | adj | /ˌlɒndʒɪˈtjuːdɪnl/ | theo chiều dọc (theo thời gian) | longitudinal studies | longitudinal research |
| reciprocity | n | /ˌresɪˈprɒsəti/ | sự có đi có lại | reciprocity of exchange | reciprocity principle |
| trajectory | n | /trəˈdʒektəri/ | quỹ đạo phát triển | trajectory of cross-cultural learning | career trajectory |
| harness | v | /ˈhɑːnɪs/ | khai thác, tận dụng | harness technological capabilities | harness energy |
Kết Bài
Chủ đề “How online platforms foster cross-cultural peer learning” phản ánh một xu hướng giáo dục toàn cầu quan trọng trong thế kỷ 21. Qua đề thi mẫu này với 3 passages được thiết kế công phu từ mức độ Easy đến Hard, bạn đã được trải nghiệm một bài thi IELTS Reading hoàn chỉnh với tổng cộng 40 câu hỏi đa dạng.
Passage 1 giới thiệu các khái niệm cơ bản về học tập liên văn hóa trực tuyến với ngôn ngữ dễ tiếp cận, giúp bạn làm quen với chủ đề. Passage 2 đi sâu hơn vào khái niệm Cultural Intelligence và các chiều kích phát triển kỹ năng liên văn hóa, yêu cầu khả năng phân tích và suy luận cao hơn. Passage 3 mang tính học thuật cao với việc phân tích kiến trúc kỹ thuật xã hội, thách thức khả năng đọc hiểu ở mức độ chuyên sâu nhất.
Các đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin trong bài, nhận biết paraphrase và áp dụng chiến lược làm bài cho từng dạng câu hỏi. Phần từ vựng được tổng hợp cẩn thận sẽ giúp bạn mở rộng vốn từ học thuật, đặc biệt hữu ích cho cả phần Writing và Speaking.
Hãy sử dụng đề thi này như một công cụ tự đánh giá thực tế. Luyện tập trong điều kiện thi thật với giới hạn thời gian 60 phút, sau đó đối chiếu đáp án và đọc kỹ phần giải thích để hiểu rõ lý do đúng sai. Nếu bạn quan tâm đến các chủ đề giáo dục tương tự, việc tìm hiểu về cultural differences in approaches to online learning sẽ giúp bạn mở rộng hiểu biết về sự đa dạng trong phương pháp học tập trực tuyến.
Để hiểu sâu hơn về vai trò của giáo dục trong phát triển năng lực xuyên văn hóa, bạn có thể tham khảo thêm về the role of education in fostering cultural empathy, một khía cạnh quan trọng liên quan mật thiết đến chủ đề này. Ngoài ra, khi tham gia vào các hoạt động học tập trực tuyến, học sinh cần được hỗ trợ toàn diện, đặc biệt về mặt tâm lý, điều này được phản ánh qua các nỗ lực về mental health awareness in educational institutions.
Việc đánh giá năng lực học tập trong môi trường đa văn hóa trực tuyến cũng ngày càng đa dạng, đặc biệt thông qua việc sử dụng how student portfolios are being used in higher education để ghi nhận quá trình phát triển kỹ năng liên văn hóa của người học.
Chúc bạn luyện tập hiệu quả và đạt band điểm mục tiêu trong kỳ thi IELTS sắp tới!
