IELTS Reading: Ảnh Hưởng Văn Hóa Đến Việc Áp Dụng Công Nghệ Giáo Dục – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về ảnh hưởng văn hóa đến việc áp dụng công nghệ giáo dục (Cultural Influences On Educational Technology Adoption) đã và đang trở thành một đề tài xuất hiện ngày càng thường xuyên trong các kỳ thi IELTS Reading gần đây. Đây là lĩnh vực giao thoa giữa văn hóa, giáo dục và công nghệ – ba yếu tố quan trọng trong xã hội hiện đại. Với sự phát triển vượt bậc của công nghệ số và xu hướng toàn cầu hóa giáo dục, việc hiểu rõ cách các yếu tố văn hóa tác động đến quá trình áp dụng công nghệ trong dạy học trở nên cực kỳ thiết yếu.

Trong bài viết này, bạn sẽ được trải nghiệm một đề thi IELTS Reading hoàn chỉnh với ba passages từ dễ đến khó, bao gồm đa dạng các dạng câu hỏi thường gặp trong kỳ thi thật. Mỗi passage được thiết kế cẩn thận với độ khó tăng dần, giúp bạn làm quen với cấu trúc bài thi chuẩn quốc tế. Bạn cũng sẽ nhận được đáp án chi tiết kèm giải thích cụ thể, phân tích vị trí thông tin trong bài, cùng với bảng từ vựng quan trọng giúp nâng cao vốn từ học thuật của mình. Đề thi này phù hợp cho học viên từ band 5.0 trở lên, đặc biệt hữu ích cho những ai đang hướng đến band điểm 6.5-7.5 trong phần Reading.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

Bài thi IELTS Reading kéo dài 60 phút và bao gồm 3 passages với tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính là 1 điểm, không có điểm âm cho câu trả lời sai. Độ khó của các passages tăng dần từ Passage 1 đến Passage 3, do đó bạn cần phân bổ thời gian hợp lý:

• Passage 1: 15-17 phút (độ khó dễ, band 5.0-6.5)
• Passage 2: 18-20 phút (độ khó trung bình, band 6.0-7.5)
• Passage 3: 23-25 phút (độ khó cao, band 7.0-9.0)

Lưu ý rằng thời gian 60 phút bao gồm cả việc chuyển đáp án sang answer sheet, vì vậy bạn cần tập luyện để tối ưu hóa tốc độ làm bài.

Các Dạng Câu Hỏi Trong Đề Này

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

• Multiple Choice: Câu hỏi trắc nghiệm với 3-4 lựa chọn
• True/False/Not Given: Xác định tính đúng sai của thông tin so với bài đọc
• Yes/No/Not Given: Xác định quan điểm của tác giả
• Matching Headings: Nối tiêu đề với các đoạn văn
• Sentence Completion: Hoàn thành câu với từ trong bài
• Summary Completion: Điền từ vào đoạn tóm tắt
• Matching Features: Nối thông tin với đặc điểm tương ứng
• Short-answer Questions: Trả lời ngắn với giới hạn số từ

2. IELTS Reading Practice Test

PASSAGE 1 – The Digital Classroom: Cultural Perspectives on Technology Integration

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The integration of technology into educational settings has become a global phenomenon, yet the way different cultures embrace or resist these changes varies significantly. Understanding these cultural dynamics is crucial for educators and policymakers who aim to implement effective digital learning environments across diverse populations.

In many Western countries, particularly in North America and Northern Europe, there has been a strong push towards technology-enhanced learning. Schools in these regions often prioritize the use of laptops, tablets, and interactive whiteboards as essential tools for modern education. This enthusiasm stems partly from cultural values that emphasize innovation, individual learning, and technological progress. Parents in these societies generally view digital literacy as a fundamental skill that their children must develop to succeed in the future workplace.

However, the situation differs considerably in many Asian countries, where traditional educational values continue to hold significant influence. In nations such as South Korea and Japan, while technology adoption in schools has been rapid, it is often integrated in ways that support rather than replace conventional teaching methods. Teachers remain central figures of authority, and technology serves primarily as a tool to enhance traditional instruction rather than transform it completely. This approach reflects deep-rooted cultural beliefs about the importance of teacher-student relationships and respect for educational hierarchy.

Cultural attitudes towards screen time also play a crucial role in technology adoption patterns. In France, for example, there has been considerable debate about the appropriate amount of time children should spend using digital devices in educational settings. French education officials have implemented policies that limit the use of smartphones and tablets in schools, driven by concerns about attention spans, social development, and the preservation of traditional learning methods. These restrictions reflect broader cultural anxieties about the impact of technology on childhood and learning.

The economic context of different cultures cannot be ignored when examining technology adoption in education. In many developing countries, the integration of educational technology faces significant challenges due to limited infrastructure, insufficient funding, and lack of technical support. Schools in rural areas of countries like India and Kenya often struggle to maintain basic internet connectivity, let alone implement sophisticated digital learning platforms. However, innovative solutions have emerged, such as offline educational apps and solar-powered devices, which demonstrate how technology can be adapted to fit local circumstances.

Religious and philosophical beliefs also shape how communities respond to educational technology. In some conservative communities, both in Western and Eastern societies, there is skepticism about introducing advanced technology into classrooms. Concerns range from exposure to inappropriate content to fears that technology might undermine moral values or family authority over children’s education. These communities often prefer a more controlled approach to technology integration, with careful monitoring and selection of digital resources.

Teacher training and professional development represent another area where cultural factors influence technology adoption. In countries with collectivist cultures, such as many in Latin America and Asia, teachers may be more willing to share resources and collaborate on implementing new technologies. Conversely, in more individualistic societies, teachers might prefer to develop their own approaches independently. The success of technology integration often depends on how well training programs align with these cultural preferences and working styles.

Interestingly, student attitudes towards educational technology can differ significantly from those of their teachers and parents. Digital natives – young people who have grown up with technology – often show greater enthusiasm for tech-enabled learning regardless of their cultural background. This generational divide can create tension in educational settings, particularly in cultures where age-based authority is strongly valued. Balancing the expectations of tech-savvy students with the concerns of more traditional educators and parents remains an ongoing challenge.

The COVID-19 pandemic served as a unique catalyst for educational technology adoption worldwide, forcing schools across all cultures to rapidly implement online learning solutions. This sudden shift revealed both the potential and the limitations of technology in education. While some cultures adapted relatively smoothly, others faced significant difficulties, not just in terms of technology access but also in accepting remote learning as a legitimate form of education. The pandemic experience has sparked renewed discussions about the role of culture in shaping educational technology policies.

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 countries universally embrace technology in education without any concerns.

2. In Asian countries, technology is often used to support traditional teaching methods rather than replace them.

3. France has implemented policies limiting smartphone use in schools.

4. All developing countries lack the infrastructure needed for educational technology.

5. The COVID-19 pandemic forced all cultures to adopt online learning at the same pace.

Questions 6-9

Complete the sentences below.

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

6. In Western education systems, digital literacy is considered a __ that children need for future employment.

7. Cultural beliefs about __ and respect for educational hierarchy influence how Asian countries integrate technology.

8. In developing countries, schools have created __ and solar-powered devices to overcome connectivity challenges.

9. Young people who grew up with technology are often referred to as __.

Questions 10-13

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

10. According to the passage, what is a primary reason Western countries promote technology in education?

• A. Government requirements
• B. Cultural values emphasizing innovation
• C. Student demands
• D. International competition

11. What concern has influenced French policies on technology in schools?

• A. Cost of devices
• B. Impact on attention spans and social development
• C. Lack of trained teachers
• D. Competition from other countries

12. How do collectivist cultures typically approach teacher training for technology?

• A. Through individual development plans
• B. By hiring external consultants
• C. Through sharing resources and collaboration
• D. By avoiding technology training

13. What effect did the COVID-19 pandemic have on educational technology adoption?

• A. It slowed down technology integration
• B. It only affected Western countries
• C. It revealed both potential and limitations of technology
• D. It eliminated cultural differences in education

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PASSAGE 2 – Cultural Dimensions and E-Learning Implementation

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The cross-cultural implementation of e-learning systems presents a complex challenge that extends far beyond mere technical considerations. Educational institutions worldwide are discovering that successful technology adoption requires a nuanced understanding of how deeply-rooted cultural values shape learners’ interactions with digital platforms, their expectations of educational relationships, and their cognitive processing of information. This realization has led to a growing field of research examining the intersections between cultural theory and educational technology design.

Geert Hofstede’s cultural dimensions theory provides a valuable framework for analyzing how different societies approach educational technology. His concept of power distance – the extent to which less powerful members of society accept unequal power distribution – significantly influences how students interact with digital learning platforms. In high power distance cultures, such as many found in Southeast Asia, the Middle East, and Latin America, students may feel uncomfortable with self-directed learning modules that position them as autonomous learners rather than recipients of teacher-transmitted knowledge. Learning management systems designed in low power distance societies like the Netherlands or Sweden, which emphasize student agency and peer-to-peer interaction, may therefore encounter resistance or underutilization in these contexts.

The dimension of individualism versus collectivism shapes fundamental aspects of e-learning design and implementation. Individualistic cultures, prevalent in the United States, United Kingdom, and Australia, tend to favor educational technologies that support personalized learning paths, individual assessment, and self-paced progression. Digital platforms developed in these contexts often feature competitive elements, personal achievement tracking, and opportunities for students to distinguish themselves. Conversely, in collectivist societies such as those in East Asia, Africa, and parts of Latin America, learners may prefer and perform better with technologies that facilitate group work, collaborative problem-solving, and collective knowledge construction. The mismatch between platform design assumptions and user cultural values can lead to diminished engagement and suboptimal learning outcomes.

Uncertainty avoidance – the degree to which societies feel threatened by ambiguous situations – presents another critical consideration. Cultures with high uncertainty avoidance, including Greece, Portugal, and Japan, typically prefer structured learning environments with clear instructions, definitive assessments, and explicit expectations. E-learning platforms serving these populations should provide comprehensive guidance, detailed rubrics, and predictable navigation patterns. In contrast, cultures with low uncertainty avoidance, such as Singapore, Denmark, and India, may be more receptive to exploratory learning interfaces, open-ended assignments, and flexible assessment criteria. Educational technology developers who fail to account for these preferences risk creating platforms that generate anxiety rather than facilitate learning.

The temporal orientation of different cultures – whether they are predominantly past-oriented, present-oriented, or future-oriented – also affects technology adoption patterns. Long-term oriented cultures, particularly in East Asia, may more readily embrace educational technologies that promise future benefits, even if they require significant initial investment of time and effort to master. These societies often demonstrate patience with the learning curve associated with new platforms and show willingness to persist through initial challenges. Short-term oriented cultures may demand more immediate return on investment and might abandon technologies that don’t quickly demonstrate clear benefits. This cultural factor has important implications for implementation timelines, training programs, and success metrics.

Communication styles vary significantly across cultures, with important ramifications for synchronous and asynchronous online learning environments. High-context cultures, where communication relies heavily on implicit understanding, shared history, and non-verbal cues, may find text-based asynchronous discussion forums inadequate for deep learning engagement. Students from cultures such as China, Korea, and various Arab nations often prefer video conferencing or multimedia platforms that allow for richer contextual communication. Low-context cultures, including Germany, Switzerland, and Scandinavian countries, where communication is more explicit and literal, may function quite effectively with text-based platforms and may even prefer the clarity and documentation they provide.

The concept of face – the social value of personal reputation – holds particular significance in many Asian, Middle Eastern, and Latin American cultures. This cultural value profoundly impacts participation in online educational environments. In cultures where preserving face is paramount, students may be reluctant to ask questions in public forums, share work-in-progress, or engage in peer critique activities, fearing potential embarrassment or criticism. Educational platforms serving these populations need to provide private communication channels, opportunities for anonymous questioning, and face-saving feedback mechanisms. The gamification elements and leaderboards that motivate students in some cultures might actually inhibit participation in face-conscious societies.

Gender roles and expectations, which vary considerably across cultures, influence both access to and engagement with educational technology. In some conservative societies, co-educational online environments may face cultural resistance, leading to the development of gender-segregated platforms or specific times allocated for different genders to use shared resources. Additionally, the representation of gender in educational technology – from interface design to example problems and avatar options – sends cultural messages that can either encourage or discourage participation from different groups.

Recent research has begun examining how indigenous knowledge systems and non-Western epistemologies can be better incorporated into educational technology design. Traditional Western educational technology often reflects Cartesian dualism and linear thinking patterns, which may not align with the more holistic and cyclical knowledge structures valued in many indigenous cultures. Scholars are advocating for culturally responsive design approaches that allow for multiple ways of knowing and learning, moving beyond the one-size-fits-all model that has dominated educational technology development.

The political economy of educational technology adoption adds another layer of cultural complexity. The dominance of educational technology companies from the United States and other Western nations means that platforms often embed cultural assumptions that may not translate well to other contexts. Some nations have responded by developing indigenous educational technology industries that better reflect local cultural values and educational philosophies. Countries like China, India, and Brazil have invested heavily in homegrown platforms that can compete with international offerings while better serving their domestic markets’ cultural needs.

Questions 14-18

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

14. According to the passage, high power distance cultures prefer learning systems that:

• A. Emphasize student independence
• B. Feature peer-to-peer interaction
• C. Position teachers as knowledge transmitters
• D. Eliminate hierarchical structures

15. What challenge do individualistic platform designs face in collectivist societies?

• A. Technical compatibility issues
• B. Higher costs
• C. Diminished engagement due to cultural mismatch
• D. Language barriers

16. Cultures with high uncertainty avoidance prefer:

• A. Exploratory learning interfaces
• B. Open-ended assignments
• C. Structured environments with clear expectations
• D. Flexible assessment criteria

17. What is the significance of “face” in educational technology?

• A. It relates to video conferencing features
• B. It affects student willingness to participate publicly
• C. It determines platform costs
• D. It influences internet speed requirements

18. Why are some countries developing indigenous educational technology platforms?

• A. To reduce costs
• B. To better reflect local cultural values
• C. To avoid internet regulations
• D. To compete in international markets only

Questions 19-23

Complete the summary below.

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

Hofstede’s cultural dimensions theory helps analyze how societies approach educational technology. The concept of (19) __ affects whether students are comfortable with self-directed learning. Meanwhile, the individualism-collectivism dimension influences preferences for either personalized learning or (20) __. Cultures also differ in their (21) __, being focused on the past, present, or future, which affects their willingness to invest time in learning new technologies. Additionally, (22) __ vary between high-context and low-context cultures, affecting the suitability of different platform types. Finally, (23) __ systems from various cultures should be incorporated into technology design to move away from Western-dominated approaches.

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. Educational technology developed in Western countries is automatically suitable for all cultures.

25. Gender-segregated platforms may be necessary in some cultural contexts.

26. All indigenous cultures prefer holistic knowledge structures over linear thinking patterns.

Sơ đồ minh họa các yếu tố văn hóa ảnh hưởng đến việc áp dụng công nghệ giáo dục toàn cầu

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PASSAGE 3 – Navigating the Cultural-Technological Interface in Global Education

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The paradigmatic shift towards technology-mediated education has precipitated an unprecedented confluence of cultural, pedagogical, and technological considerations that challenge conventional understandings of knowledge transfer and acquisition. As educational institutions navigate this increasingly complex terrain, the dialectical relationship between cultural hegemony and technological determinism emerges as a critical lens through which to examine both the opportunities and pitfalls of global educational technology deployment. This examination necessitates moving beyond superficial notions of cultural adaptation to engage with the deeper epistemological and ontological assumptions embedded within technological architectures.

The concept of technological affordances – the action possibilities that technologies offer to users – cannot be divorced from cultural interpretation. What constitutes an affordance in one cultural context may be perceived entirely differently in another, not merely as a matter of usability but as a fundamental question of what education means and how learning should occur. For instance, the asynchronous discussion forums ubiquitous in Western Learning Management Systems presume a model of knowledge construction through written dialectical exchange, propositional argumentation, and explicit articulation of evolving understanding. This model reflects deeply embedded Western Enlightenment traditions privileging rational discourse and individual cognitive development. However, cultures rooted in oral traditions, where knowledge is transmitted through storytelling, apprenticeship, and embodied practice, may find such forums fundamentally misaligned with their epistemological frameworks. The technology doesn’t simply transfer neutrally across contexts; rather, it carries with it implicit cultural values about what counts as knowledge and how it should be shared.

The sociotechnical systems perspective offers a more nuanced framework for understanding educational technology adoption than purely technological or cultural explanations alone. This approach recognizes that technology and social systems co-constitute each other through ongoing processes of mutual adaptation. Educational technologies are not simply tools imposed upon passive cultural contexts; rather, they are actively reinterpreted, reshaped, and sometimes subverted by users in ways that reflect local values and practices. Anthropological studies of technology adoption in educational settings across diverse cultural contexts reveal remarkable localization strategies. Teachers and students demonstrate considerable agency in adapting platforms to their needs, sometimes using technologies in ways never intended by designers but which better serve culturally-specific educational goals.

The phenomenon of cultural hybridization in educational technology contexts deserves particular attention. Rather than a simple binary of adoption or rejection, many educational communities develop syncretic practices that blend technological affordances with traditional pedagogical approaches in innovative ways. In various African contexts, for example, educators have integrated mobile learning platforms with traditional palaver tree discussion models, creating hybrid spaces where technology facilitates rather than replaces culturally-valued forms of collective deliberation. Similarly, some Indigenous communities in North America have employed virtual reality technologies to preserve and transmit traditional knowledge in ways that respect cultural protocols around sacred information while making it accessible to geographically dispersed community members. These examples illustrate how the technological-cultural interface can become a site of creative synthesis rather than inevitable conflict.

However, the power dynamics inherent in global educational technology markets cannot be ignored. The oligopolistic concentration of educational technology development in a handful of primarily Western and increasingly Chinese corporations raises critical questions about cultural imperialism and epistemological colonialism. When educational platforms encode particular assumptions about learning, knowledge, and social interaction, their global dissemination effectively exports these cultural models, potentially marginalizing alternative pedagogical traditions. The venture capital-driven imperative for scalability in educational technology actively works against cultural customization, as business models depend on standardization and broad market appeal. This economic logic creates what some scholars term technological monoculture, wherein diverse educational traditions gradually converge towards a relatively narrow range of technology-mediated practices.

The neuroscience of learning adds another dimension to understanding cultural influences on educational technology adoption. Emerging research suggests that cultural practices may actually shape neural pathways and cognitive processing in ways that affect how individuals interact with educational technologies. Studies comparing neural activation patterns in learners from collectivist versus individualist cultures have found differences in brain regions associated with self-referential thinking and social cognition when engaging with identical learning tasks. These findings suggest that cultural adaptation of educational technology may need to extend beyond interface design and content to consider how fundamental cognitive architectures might vary across cultural groups. The implications for adaptive learning systems and artificial intelligence-driven educational platforms are profound, raising questions about whether truly personalized learning can occur without accounting for culturally-shaped cognitive differences.

The temporal dimension of cultural change mediated by educational technology presents a particularly complex analytical challenge. Technologies don’t simply encounter static cultures; rather, they enter dynamic cultural systems already undergoing transformation through multiple forces of globalization, urbanization, and generational change. The recursive relationship between technological adoption and cultural evolution means that technologies both respond to existing cultural conditions and actively participate in cultural transformation. This creates what anthropologists term anticipatory adaptation, where cultures begin changing in anticipation of technological integration, complicating efforts to identify “authentic” cultural needs or preferences. The increasing cultural heterogeneity within national boundaries further complicates matters, as educational systems must navigate not monolithic cultures but increasingly pluralistic societies with contested values and varied relationships to tradition and modernity.

Critical pedagogy scholars have raised important questions about whose interests are served by particular modes of educational technology adoption. The emphasis on measurable outcomes, standardized assessment, and data-driven decision making embedded in many learning analytics platforms reflects specific cultural values about education’s purpose that may conflict with more holistic, community-oriented, or spiritually-grounded educational philosophies. When educational success becomes defined primarily through metrics aligned with neoliberal economic rationality – employability, productivity, efficiency – alternative cultural conceptions of education as character formation, community belonging, or spiritual development become marginalized. The surveillance capabilities inherent in many educational technologies also raise culturally-specific concerns, with privacy norms and attitudes toward institutional monitoring varying significantly across societies.

The COVID-19 pandemic served as an unprecedented natural experiment in rapid educational technology adoption across diverse cultural contexts, revealing both the plasticity and resilience of cultural educational practices. Some predictions of cultural convergence through technology proved overstated, as communities found ways to maintain culturally-valued educational elements even in emergency remote learning contexts. Simultaneously, the crisis created conditions for accelerated cultural change in educational technology attitudes, as necessity overrode previous hesitations. The long-term ramifications of this forced adoption remain unclear, with ongoing debates about whether temporary adaptations will crystallize into permanent cultural shifts or whether societies will revert to pre-pandemic patterns as circumstances allow.

Looking forward, the emergence of culturally-responsive design methodologies offers promising directions for more equitable educational technology development. These approaches, drawing from participatory design, decolonial theory, and indigenous research methodologies, center cultural communities as co-designers rather than merely end-users of educational technologies. By incorporating diverse knowledge systems, communication patterns, and value frameworks from the earliest stages of design, these methodologies aim to create technologies that genuinely serve multiple cultural contexts rather than requiring cultures to adapt to technologically-encoded cultural assumptions. However, significant challenges remain in scaling these approaches within commercial educational technology markets and addressing the structural inequalities that limit meaningful participation from marginalized communities in technology development processes.

Questions 27-31

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

27. According to the passage, asynchronous discussion forums reflect:

• A. Universal communication preferences
• B. Western Enlightenment traditions of rational discourse
• C. The most efficient learning method
• D. Preferences of oral tradition cultures

28. The sociotechnical systems perspective suggests that:

• A. Technology determines cultural practices
• B. Culture determines technology use
• C. Technology and social systems mutually adapt to each other
• D. Technology adoption is impossible across cultures

29. What does the passage say about educational technology markets?

• A. They promote cultural diversity
• B. They are evenly distributed globally
• C. Their concentration in few corporations raises concerns about cultural imperialism
• D. They only serve Western markets

30. According to neuroscience research mentioned in the passage:

• A. All learners have identical neural activation patterns
• B. Cultural practices may shape neural pathways affecting technology interaction
• C. Brain differences make technology adoption impossible
• D. Cognitive architectures are purely genetic

31. The COVID-19 pandemic’s impact on educational technology adoption:

• A. Proved all predictions about cultural convergence
• B. Had no effect on cultural practices
• C. Revealed both plasticity and resilience of cultural practices
• D. Eliminated all cultural differences in education

Questions 32-36

Complete the sentences below.

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

32. Cultural hybridization in Africa has involved combining mobile learning platforms with traditional __ discussion models.

33. The business requirement for __ in educational technology works against cultural customization.

34. Some scholars describe the global convergence of educational practices as __, resulting from economic pressures.

35. When cultures begin changing in anticipation of technology integration, anthropologists call this __.

36. Critical pedagogy scholars question the emphasis on __ embedded in many learning analytics platforms.

Questions 37-40

Do the following statements agree with the claims of the writer in Passage 3?

Write:

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

37. Technologies carry implicit cultural values about what constitutes knowledge and how it should be shared.

38. All educational communities have equal resources to participate in educational technology design.

39. Culturally-responsive design methodologies position cultural communities as co-designers of technology.

40. Commercial educational technology markets fully support culturally-responsive design approaches.

Minh họa phương pháp thiết kế công nghệ giáo dục phản hồi văn hóa đa dạng trong lớp học toàn cầu

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. NOT GIVEN
6. fundamental skill
7. teacher-student relationships
8. offline educational apps / offline apps
9. digital natives
10. B
11. B
12. C
13. C

PASSAGE 2: Questions 14-26

14. C
15. C
16. C
17. B
18. B
19. power distance
20. group work / collaborative problem-solving
21. temporal orientation
22. communication styles
23. indigenous knowledge
24. NO
25. YES
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. C
32. palaver tree
33. scalability
34. technological monoculture
35. anticipatory adaptation
36. measurable outcomes
37. YES
38. NOT GIVEN
39. YES
40. NO

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western countries, universally embrace, without concerns
• Vị trí trong bài: Đoạn 2
• Giải thích: Câu hỏi sử dụng từ “universally” (toàn bộ) và “without any concerns” (không có lo ngại nào), nhưng bài đọc chỉ đề cập đến “strong push” và “enthusiasm”, không nói là tất cả đều chấp nhận mà không lo ngại. Đoạn 4 còn đề cập đến việc Pháp có “considerable debate” và “concerns”, chứng tỏ phát biểu này là sai.

Câu 2: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Asian countries, support traditional teaching methods, rather than replace
• Vị trí trong bài: Đoạn 3, dòng 3-5
• Giải thích: Bài đọc nói rõ: “technology serves primarily as a tool to enhance traditional instruction rather than transform it completely”. Đây là paraphrase chính xác của câu hỏi.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: France, policies limiting smartphone
• Vị trí trong bài: Đoạn 4, dòng 3-4
• Giải thích: Bài đọc có câu: “French education officials have implemented policies that limit the use of smartphones and tablets in schools”. Trùng khớp hoàn toàn với phát biểu.

Câu 6: fundamental skill

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Western education, digital literacy, future employment
• Vị trí trong bài: Đoạn 2, dòng cuối
• Giải thích: Bài đọc nói: “Parents in these societies generally view digital literacy as a fundamental skill that their children must develop to succeed in the future workplace”. Đáp án cần điền là “fundamental skill”.

Câu 10: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Western countries, promote technology
• Vị trí trong bài: Đoạn 2, dòng 4-5
• Giải thích: Bài đọc giải thích: “This enthusiasm stems partly from cultural values that emphasize innovation, individual learning, and technological progress”. Đáp án B (Cultural values emphasizing innovation) là đúng.

Câu 13: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: COVID-19 pandemic, effect
• Vị trí trong bài: Đoạn cuối, dòng 3-4
• Giải thích: Bài đọc nói: “This sudden shift revealed both the potential and the limitations of technology in education”. Đáp án C trùng khớp chính xác.

Passage 2 – Giải Thích

Câu 14: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: high power distance cultures, prefer
• Vị trí trong bài: Đoạn 2, dòng 4-7
• Giải thích: Bài đọc đề cập: “students may feel uncomfortable with self-directed learning modules that position them as autonomous learners rather than recipients of teacher-transmitted knowledge”. Điều này có nghĩa họ muốn giáo viên là người truyền đạt kiến thức (knowledge transmitters) – đáp án C.

Câu 15: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: individualistic platform designs, collectivist societies, challenge
• Vị trí trong bài: Đoạn 3, dòng cuối
• Giải thích: Bài đọc nói rõ: “The mismatch between platform design assumptions and user cultural values can lead to diminished engagement and suboptimal learning outcomes” – đáp án C đúng.

Câu 17: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: “face”, significance
• Vị trí trong bài: Đoạn 7
• Giải thích: Bài đọc giải thích: “students may be reluctant to ask questions in public forums, share work-in-progress, or engage in peer critique activities, fearing potential embarrassment or criticism”. Đáp án B (affects student willingness to participate publicly) là chính xác.

Câu 19: power distance

• Dạng câu hỏi: Summary Completion
• Từ khóa: concept affects self-directed learning
• Vị trí trong bài: Đoạn 2, đầu đoạn
• Giải thích: Summary đề cập đến concept ảnh hưởng đến việc học sinh tự học, và trong bài là “power distance”.

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Western educational technology, automatically suitable, all cultures
• Vị trí trong bài: Đoạn cuối cùng
• Giải thích: Toàn bộ bài viết lập luận rằng công nghệ từ phương Tây không tự động phù hợp với mọi văn hóa, và đoạn cuối nói về việc các nước phát triển nền tảng riêng “that better reflect local cultural values”. Đáp án là NO.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: asynchronous discussion forums, reflect
• Vị trí trong bài: Đoạn 2, dòng 4-7
• Giải thích: Bài đọc nói rõ: “This model reflects deeply embedded Western Enlightenment traditions privileging rational discourse and individual cognitive development”. Đáp án B chính xác.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: sociotechnical systems perspective, suggests
• Vị trí trong bài: Đoạn 3, dòng 2-3
• Giải thích: Bài đọc nói: “technology and social systems co-constitute each other through ongoing processes of mutual adaptation”. Đáp án C đúng.

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: educational technology markets
• Vị trí trong bài: Đoạn 5, dòng đầu
• Giải thích: Bài đọc đề cập: “The oligopolistic concentration of educational technology development in a handful of primarily Western and increasingly Chinese corporations raises critical questions about cultural imperialism”. Đáp án C chính xác.

Câu 32: palaver tree

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Africa, combined, mobile learning, traditional
• Vị trí trong bài: Đoạn 4, giữa đoạn
• Giải thích: Bài đọc nói: “educators have integrated mobile learning platforms with traditional palaver tree discussion models”. Đáp án là “palaver tree”.

Câu 35: anticipatory adaptation

• Dạng câu hỏi: Sentence Completion
• Từ khóa: cultures begin changing, anticipation, technology
• Vị trí trong bài: Đoạn 7, giữa đoạn
• Giải thích: Bài đọc có cụm: “This creates what anthropologists term anticipatory adaptation, where cultures begin changing in anticipation of technological integration”. Đáp án chính xác.

Câu 37: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: technologies carry cultural values
• Vị trí trong bài: Đoạn 2, dòng cuối
• Giải thích: Bài đọc nói rõ: “it carries with it implicit cultural values about what counts as knowledge and how it should be shared”. Tác giả đồng ý với phát biểu này – YES.

Câu 40: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: commercial markets, fully support, culturally-responsive design
• Vị trí trong bài: Đoạn cuối, dòng cuối
• Giải thích: Bài đọc đề cập “significant challenges remain in scaling these approaches within commercial educational technology markets”, cho thấy thị trường không hỗ trợ đầy đủ – NO.

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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
embrace	v	/ɪmˈbreɪs/	chấp nhận, đón nhận	different cultures embrace or resist these changes	embrace change, embrace technology
integrate	v	/ˈɪntɪɡreɪt/	tích hợp, hòa nhập	technology is often integrated in ways that support	integrate into, integrate with
prioritize	v	/praɪˈɒrətaɪz/	ưu tiên	Schools in these regions often prioritize the use of laptops	prioritize education, prioritize needs
conventional	adj	/kənˈvenʃənl/	truyền thống, thông thường	support rather than replace conventional teaching methods	conventional methods, conventional wisdom
enhance	v	/ɪnˈhɑːns/	nâng cao, cải thiện	technology serves to enhance traditional instruction	enhance learning, enhance performance
skepticism	n	/ˈskeptɪsɪzəm/	sự hoài nghi	there is skepticism about introducing technology	express skepticism, meet with skepticism
catalyst	n	/ˈkætəlɪst/	chất xúc tác, động lực	pandemic served as a unique catalyst	act as catalyst, catalyst for change
infrastructure	n	/ˈɪnfrəstrʌktʃə(r)/	cơ sở hạ tầng	challenges due to limited infrastructure	basic infrastructure, digital infrastructure
monitor	v	/ˈmɒnɪtə(r)/	giám sát, theo dõi	careful monitoring and selection	closely monitor, monitor progress
collaborative	adj	/kəˈlæbərətɪv/	hợp tác	teachers may be more willing to collaborate	collaborative approach, collaborative learning
generational divide	n phrase	/ˌdʒenəˈreɪʃənl dɪˈvaɪd/	khoảng cách thế hệ	This generational divide can create tension	bridge the generational divide
digital natives	n phrase	/ˈdɪdʒɪtl ˈneɪtɪvz/	thế hệ bản địa số	Digital natives show greater enthusiasm	digital natives vs digital immigrants

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
nuanced	adj	/ˈnjuːɑːnst/	tinh tế, nhiều sắc thái	requires a nuanced understanding	nuanced approach, nuanced view
dimension	n	/daɪˈmenʃn/	chiều, khía cạnh	Hofstede’s cultural dimensions theory	cultural dimensions, multiple dimensions
autonomous	adj	/ɔːˈtɒnəməs/	tự chủ, độc lập	position them as autonomous learners	autonomous learning, autonomous decision
power distance	n phrase	/ˈpaʊə(r) ˈdɪstəns/	khoảng cách quyền lực	high power distance cultures	reduce power distance
individualism	n	/ˌɪndɪˈvɪdʒuəlɪzəm/	chủ nghĩa cá nhân	individualism versus collectivism	emphasis on individualism
collectivism	n	/kəˈlektɪvɪzəm/	chủ nghĩa tập thể	in collectivist societies	promote collectivism
self-paced	adj	/self peɪst/	tự điều chỉnh tốc độ	self-paced progression	self-paced learning, self-paced course
uncertainty avoidance	n phrase	/ʌnˈsɜːtnti əˈvɔɪdəns/	né tránh sự không chắc chắn	cultures with high uncertainty avoidance	level of uncertainty avoidance
temporal orientation	n phrase	/ˈtempərəl ˌɔːriənˈteɪʃn/	định hướng thời gian	temporal orientation of different cultures	future temporal orientation
synchronous	adj	/ˈsɪŋkrənəs/	đồng bộ	synchronous and asynchronous online learning	synchronous communication
asynchronous	adj	/eɪˈsɪŋkrənəs/	không đồng bộ	text-based asynchronous discussion forums	asynchronous learning
high-context	adj	/haɪ ˈkɒntekst/	ngữ cảnh cao	high-context cultures rely on implicit understanding	high-context communication
low-context	adj	/ləʊ ˈkɒntekst/	ngữ cảnh thấp	low-context cultures communicate explicitly	low-context culture
epistemology	n	/ɪˌpɪstɪˈmɒlədʒi/	nhận thức luận	non-Western epistemologies	educational epistemology
gamification	n	/ˌɡeɪmɪfɪˈkeɪʃn/	trò chơi hóa	gamification elements and leaderboards	gamification strategy

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
paradigmatic	adj	/ˌpærədɪɡˈmætɪk/	mang tính mô hình	paradigmatic shift towards technology	paradigmatic change
dialectical	adj	/ˌdaɪəˈlektɪkl/	biện chứng	dialectical relationship between culture	dialectical approach
hegemony	n	/hɪˈɡeməni/	bá quyền, thống trị	cultural hegemony and technological determinism	cultural hegemony, challenge hegemony
epistemological	adj	/ɪˌpɪstɪməˈlɒdʒɪkl/	thuộc nhận thức luận	deeper epistemological assumptions	epistemological framework
ontological	adj	/ˌɒntəˈlɒdʒɪkl/	thuộc bản thể luận	ontological assumptions embedded	ontological perspective
affordance	n	/əˈfɔːdəns/	khả năng tương tác	technological affordances cannot be divorced	digital affordances, technology affordances
asynchronous	adj	/eɪˈsɪŋkrənəs/	không đồng bộ	asynchronous discussion forums	asynchronous communication
propositional	adj	/ˌprɒpəˈzɪʃənl/	thuộc mệnh đề	propositional argumentation	propositional knowledge
embodied practice	n phrase	/ɪmˈbɒdid ˈpræktɪs/	thực hành qua thân thể	transmitted through embodied practice	embodied practice approach
misaligned	adj	/ˌmɪsəˈlaɪnd/	không phù hợp	fundamentally misaligned with frameworks	misaligned expectations
sociotechnical	adj	/ˌsəʊsiəʊˈteknɪkl/	kỹ thuật xã hội	sociotechnical systems perspective	sociotechnical approach
co-constitute	v	/kəʊ ˈkɒnstɪtjuːt/	đồng cấu thành	technology and social systems co-constitute	co-constitute reality
hybridization	n	/ˌhaɪbrɪdaɪˈzeɪʃn/	sự lai tạo, kết hợp	cultural hybridization in educational technology	cultural hybridization
syncretic	adj	/sɪnˈkretɪk/	kết hợp nhiều yếu tố	develop syncretic practices	syncretic approach
oligopolistic	adj	/ˌɒlɪɡəpəˈlɪstɪk/	độc quyền nhóm	oligopolistic concentration of development	oligopolistic market
imperialism	n	/ɪmˈpɪəriəlɪzəm/	chủ nghĩa đế quốc	questions about cultural imperialism	cultural imperialism, digital imperialism
scalability	n	/ˌskeɪləˈbɪləti/	khả năng mở rộng	imperative for scalability	business scalability, platform scalability
monoculture	n	/ˈmɒnəʊkʌltʃə(r)/	đơn canh, đơn nhất hóa	technological monoculture	avoid monoculture, cultural monoculture
neural pathways	n phrase	/ˈnjʊərəl ˈpɑːθweɪz/	đường dẫn truyền thần kinh	shape neural pathways	develop neural pathways
recursive	adj	/rɪˈkɜːsɪv/	đệ quy, lặp lại	recursive relationship between adoption	recursive process
heterogeneity	n	/ˌhetərədʒəˈniːəti/	tính không đồng nhất	increasing cultural heterogeneity	cultural heterogeneity
pluralistic	adj	/ˌplʊərəˈlɪstɪk/	đa nguyên	increasingly pluralistic societies	pluralistic approach
neoliberal	adj	/ˌniːəʊˈlɪbərəl/	tân tự do	neoliberal economic rationality	neoliberal policies
surveillance	n	/sɜːˈveɪləns/	sự giám sát	surveillance capabilities of technologies	digital surveillance, under surveillance
plasticity	n	/plæˈstɪsəti/	tính dẻo dai, linh hoạt	revealed both plasticity and resilience	brain plasticity, cultural plasticity
crystallize	v	/ˈkrɪstəlaɪz/	kết tinh, cụ thể hóa	whether adaptations will crystallize	crystallize into action
decolonial	adj	/diːkəˈləʊniəl/	phi thực dân	drawing from decolonial theory	decolonial approach, decolonial perspective
participatory design	n phrase	/pɑːˈtɪsɪpətəri dɪˈzaɪn/	thiết kế tham gia	drawing from participatory design	participatory design methods

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Kết Bài

Chủ đề ảnh hưởng văn hóa đến việc áp dụng công nghệ giáo dục là một trong những đề tài quan trọng và ngày càng phổ biến trong IELTS Reading. Qua ba passages với độ khó tăng dần, bạn đã được trải nghiệm một bài thi hoàn chỉnh bao gồm 40 câu hỏi đa dạng, từ True/False/Not Given, Multiple Choice, đến Sentence Completion và Summary Completion. Mỗi passage không chỉ giúp bạn rèn luyện kỹ năng đọc hiểu mà còn cung cấp kiến thức thú vị về cách các yếu tố văn hóa – như khoảng cách quyền lực, chủ nghĩa cá nhân/tập thể, phong cách giao tiếp – tác động đến cách chúng ta tiếp nhận và sử dụng công nghệ trong giáo dục.

Đáp án chi tiết kèm giải thích đã chỉ ra vị trí cụ thể của thông tin trong bài, cách paraphrase giữa câu hỏi và passage, cũng như chiến lược để xác định đáp án chính xác. Bảng từ vựng tổng hợp hơn 50 từ và cụm từ quan trọng theo từng passage, với phiên âm, nghĩa tiếng Việt, ví dụ sử dụng và collocation, sẽ là tài liệu quý giá giúp bạn nâng cao vốn từ học thuật – một yếu tố then chốt để đạt band điểm cao.

Hãy thực hành bài thi này trong điều kiện như thi thật: 60 phút không gián đoạn, sau đó đối chiếu đáp án và đọc kỹ phần giải thích để hiểu rõ lý do tại sao mỗi đáp án đúng hoặc sai. Việc luyện tập thường xuyên với các đề thi chất lượng cao như thế này sẽ giúp bạn tự tin hơn khi bước vào phòng thi IELTS thực sự. Chúc bạn ôn tập hiệu quả và đạt được band điểm mong muốn!