Mở bài
Xu hướng học trực tuyến trong giáo dục đại học (e-learning in higher education) đã trở thành một chủ đề nóng hổi trong những năm gần đây, đặc biệt là sau đại dịch COVID-19. Chủ đề này xuất hiện với tần suất cao trong kỳ thi IELTS Reading, thuộc nhóm Education & Technology – một trong những chủ đề phổ biến nhất của bài thi.
Bài viết này cung cấp cho bạn một đề thi IELTS Reading hoàn chỉnh với 3 passages theo đúng chuẩn quốc tế, bao gồm đầy đủ 40 câu hỏi với nhiều dạng bài đa dạng giống như trong đề thi thật. Bạn sẽ được luyện tập với độ khó tăng dần từ Easy đến Hard, kèm theo đáp án chi tiết và giải thích cụ thể cho từng câu hỏi. Ngoài ra, bài viết còn cung cấp bảng từ vựng quan trọng theo từng passage và những chiến lược làm bài hiệu quả.
Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với format chuẩn IELTS và nâng cao kỹ năng đọc hiểu học thuật một cách bài bản và chuyên nghiệp.
Hướng dẫn làm bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test 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 bị trừ điểm khi trả lời sai.
Phân bổ thời gian khuyến nghị:
- Passage 1 (Easy): 15-17 phút – Bài đọc ngắn nhất với từ vựng cơ bản
- Passage 2 (Medium): 18-20 phút – Bài đọc có độ phức tạp trung bình
- Passage 3 (Hard): 23-25 phút – Bài đọc dài nhất với nội dung học thuật cao
Lưu ý quan trọng: Bạn cần tự quản lý thời gian vì đề thi không chia thành các phần riêng biệt. Nên dành 2-3 phút cuối để chuyển đáp án vào Answer Sheet.
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 – Trắc nghiệm nhiều lựa chọn
- True/False/Not Given – Đúng/Sai/Không được đề cập
- Yes/No/Not Given – Có/Không/Không được đề cập (dành cho ý kiến tác giả)
- Matching Headings – Nối tiêu đề với đoạn văn
- Sentence Completion – Hoàn thành câu
- Summary Completion – Hoàn thành đoạn tóm tắt
- Matching Features – Nối thông tin với đặc điểm
IELTS Reading Practice Test
PASSAGE 1 – The Digital Revolution in University Classrooms
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
The traditional university lecture hall, with rows of students taking notes while a professor speaks from a podium, is increasingly becoming a thing of the past. Over the last decade, e-learning platforms have transformed how higher education is delivered, making learning more accessible, flexible, and interactive than ever before. This digital transformation has been accelerated by technological advances and, most recently, by the global pandemic that forced universities worldwide to move their courses online almost overnight.
E-learning, also known as online learning or distance education, refers to any form of learning that takes place over the internet. In higher education, this can range from fully online degree programs to hybrid courses that combine traditional classroom teaching with online components. The advantages are numerous and varied. Students can access course materials at any time from anywhere in the world, allowing them to study at their own pace. This is particularly beneficial for working professionals who want to continue their education without giving up their careers, or for students in remote areas who previously had limited access to quality higher education.
One of the most significant benefits of e-learning is its cost-effectiveness. Universities can reach far more students without the need for additional physical infrastructure like lecture halls and libraries. Students save money on commuting, accommodation, and other expenses associated with attending a physical campus. A study by the Online Learning Consortium found that online courses can reduce education costs by up to 50% compared to traditional face-to-face programs. Moreover, digital resources such as e-books and online journals are often cheaper than their printed counterparts, further reducing the financial burden on students.
The interactive nature of modern e-learning platforms represents another major advantage. Unlike the passive experience of sitting in a large lecture hall, online students can engage with content through video lectures, interactive quizzes, discussion forums, and virtual simulations. Many platforms incorporate gamification elements – such as badges, points, and leaderboards – which make learning more engaging and motivate students to complete their courses. The ability to replay video lectures is particularly valuable, as students can review difficult concepts multiple times until they fully understand them, something impossible in a traditional one-time lecture.
However, e-learning is not without its challenges. The most commonly cited drawback is the lack of face-to-face interaction between students and instructors. Critics argue that this can lead to feelings of isolation and reduce the social learning that occurs naturally in traditional classrooms. Technical issues such as poor internet connectivity can also disrupt the learning experience, particularly for students in developing countries. Furthermore, online learning requires a high degree of self-discipline and time management skills. Without the structure of regular class meetings, some students struggle to stay motivated and keep up with coursework.
Despite these challenges, the trend toward e-learning in higher education shows no signs of slowing down. Universities are investing heavily in improving their online infrastructure and developing new pedagogical approaches specifically designed for digital environments. Some institutions are experimenting with artificial intelligence to provide personalized learning experiences, where the content and pace of courses automatically adapt to each student’s needs and progress. Others are exploring virtual reality technologies that could recreate the immersive experience of a physical classroom or laboratory.
Looking to the future, most experts predict that the future of higher education will be hybrid – combining the best elements of both online and in-person learning. Students might attend some classes on campus for hands-on activities and social interaction while completing other components online at their convenience. This blended approach offers the flexibility and accessibility of e-learning while preserving the valuable aspects of traditional education. As technology continues to evolve and improve, the boundaries between online and offline education will likely become increasingly blurred, creating new opportunities for learners worldwide.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C, or D.
1. According to the passage, what has accelerated the digital transformation in universities?
A. Student preferences for online learning
B. Technological advances and the global pandemic
C. Government regulations
D. Competition between universities
2. E-learning is particularly beneficial for:
A. Young students fresh from high school
B. Students who enjoy social interaction
C. Working professionals wanting to continue education
D. Students who live near universities
3. According to the Online Learning Consortium study, online courses can reduce costs by:
A. Up to 30%
B. Up to 40%
C. Up to 50%
D. Up to 60%
4. Which feature makes online learning more engaging than traditional lectures?
A. Cheaper course materials
B. Gamification elements like badges and points
C. Larger class sizes
D. Shorter course duration
5. What do experts predict about the future of higher education?
A. It will be completely online
B. It will return to traditional methods
C. It will be hybrid, combining online and in-person learning
D. It will use only virtual reality
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 learning allows students to study at their own pace from any location.
7. All universities now offer fully online degree programs.
8. Digital textbooks are always free for students.
9. Students can watch video lectures multiple times in online courses.
Questions 10-13: Sentence Completion
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
10. One major challenge of e-learning is the lack of __ between students and teachers.
11. Poor __ can disrupt the learning experience, especially in developing countries.
12. Online learning requires students to have good __ and time management abilities.
13. Some universities are using __ to create personalized learning experiences.
PASSAGE 2 – Pedagogical Shifts in the Digital Learning Environment
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The transition from traditional classroom-based instruction to online learning environments represents far more than a simple change of medium. It necessitates a fundamental reconceptualization of pedagogical practices and teaching methodologies. Educators who once relied on physical presence and real-time verbal communication must now develop new strategies to engage students through screens and digital interfaces. This paradigm shift has prompted extensive research into what constitutes effective online pedagogy and how learning outcomes in virtual environments compare to those in traditional settings.
Constructivist learning theory, which emphasizes the active role of learners in constructing their own understanding, has proven particularly applicable to online education. Digital platforms enable the creation of student-centered learning environments where learners can explore content independently, collaborate with peers across geographical boundaries, and receive immediate feedback through automated assessment tools. The asynchronous nature of many online courses – where students and instructors need not be online simultaneously – allows for deeper reflection and more thoughtful contributions to discussions than the spontaneous responses typical of face-to-face classes. For those interested in how technology facilitates global connections, How online platforms foster cross-cultural peer learning demonstrates the broader implications of these educational networks.
However, the effectiveness of e-learning is not guaranteed simply by transferring traditional content to digital formats. Research by the Community of Inquiry framework identifies three essential elements for successful online education: teaching presence, social presence, and cognitive presence. Teaching presence refers to the design, facilitation, and direction of cognitive and social processes to achieve meaningful learning outcomes. Social presence involves creating an environment where learners feel comfortable expressing themselves authentically and developing relationships with peers. Cognitive presence represents the extent to which learners can construct and confirm meaning through sustained reflection and discourse. When all three elements are successfully integrated, online learning can be as effective as, or even superior to, traditional instruction.
Assessment methodologies in online environments present both opportunities and challenges. Traditional examinations, which rely on controlled physical settings and invigilation, are difficult to replicate online without sophisticated proctoring software that some critics view as invasive. Consequently, many educators are moving toward alternative assessment approaches that better align with online learning’s affordances. These include portfolio assessments, where students compile evidence of their learning over time; authentic assessments that require application of knowledge to real-world scenarios; and peer assessment, which not only evaluates learning but also develops critical evaluation skills. Such approaches may actually provide more holistic measures of student learning than traditional time-limited examinations.
The role of the instructor undergoes significant transformation in online contexts. Rather than serving primarily as a content deliverer – a function increasingly fulfilled by pre-recorded videos and digital resources – the online instructor becomes more of a learning facilitator and guide. This involves curating appropriate resources, designing meaningful learning activities, fostering community among students, providing personalized feedback, and monitoring individual progress. Some scholars argue this represents a more pedagogically sound approach than traditional lecturing, as it positions students as active participants rather than passive recipients of information. However, this facilitation role requires substantial time investment and specific training that many university faculty have not traditionally received.
Technological literacy emerges as a crucial competency for both instructors and students in e-learning contexts. Beyond basic computer skills, effective online learning requires understanding how to navigate learning management systems, participate appropriately in online discussions, evaluate the credibility of digital sources, and practice digital citizenship. Universities are increasingly recognizing the need to provide comprehensive training and ongoing support in these areas. Some institutions have established dedicated digital learning support centers staffed by instructional designers and educational technologists who work collaboratively with faculty to develop effective online courses.
The scalability of e-learning has led to the proliferation of Massive Open Online Courses (MOOCs), which can enroll thousands or even hundreds of thousands of students simultaneously. While MOOCs initially generated enormous enthusiasm as a democratizing force in education, offering free access to courses from prestigious universities, their actual impact has been mixed. Completion rates typically hover around 10%, with most learners who finish courses already possessing university degrees. This suggests that while MOOCs expand access, they may not fully address educational equity issues, as successful completion still requires the self-regulatory skills and prior knowledge that characterize already-educated populations.
Despite ongoing debates and challenges, the trajectory of higher education clearly points toward increased integration of online learning. The question is no longer whether universities should adopt e-learning, but rather how they can do so most effectively. This requires continued research into online pedagogies, investment in technological infrastructure, professional development for faculty, and careful consideration of how to preserve the valuable elements of traditional education while embracing digital innovation’s potential.
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. Moving courses online requires teachers to completely rethink their teaching methods.
15. Asynchronous online courses produce better learning outcomes than face-to-face classes in all cases.
16. The Community of Inquiry framework identifies three critical components for effective online education.
17. Portfolio assessments provide a more comprehensive understanding of student learning than traditional exams.
18. Most university instructors have received adequate training for online teaching.
Questions 19-22: Matching Headings
The passage has eight paragraphs. Choose the correct heading for paragraphs B, D, F, and G from the list of headings below.
List of Headings:
i. The disappointing reality of MOOCs
ii. Essential digital skills for online learning
iii. Applying learning theory to digital contexts
iv. New approaches to measuring student performance
v. Technology costs in online education
vi. The changing responsibilities of teachers
vii. Student satisfaction with online courses
viii. Future trends in educational technology
19. Paragraph B
20. Paragraph D
21. Paragraph F
22. Paragraph G
Questions 23-26: Summary Completion
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
The Community of Inquiry framework suggests three key elements are necessary for successful online learning. First, (23) __ involves designing and directing the learning process. Second, (24) __ means creating conditions where students can express themselves genuinely. Third, (25) __ refers to learners’ ability to build understanding through reflection. When these components work together effectively, online education can match or exceed traditional instruction. However, successful participation requires students to develop (26) __ skills to complete courses independently.
PASSAGE 3 – The Socioeconomic Implications of E-Learning Expansion
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The exponential growth of e-learning in higher education has precipitated profound socioeconomic ramifications that extend well beyond the immediate educational context. While proponents herald online learning as an egalitarian revolution that democratizes access to knowledge previously confined to elite institutions, critics contend that it may actually exacerbate existing inequalities while introducing new forms of stratification within the educational landscape. Understanding these complex dynamics requires examination of multiple intersecting factors including digital infrastructure, socioeconomic status, cultural capital, and the evolving nature of credentialism in contemporary labor markets.
The digital divide – disparities in access to information and communication technologies – represents perhaps the most fundamental barrier to equitable e-learning participation. Although internet penetration has increased globally, significant variations persist both between and within nations. In many developing countries, substantial portions of the population lack reliable broadband connectivity, possess only mobile devices with limited functionality, or face prohibitive data costs that constrain extended online engagement. Even in developed nations, rural communities and low-income households often experience suboptimal connectivity that impedes seamless participation in bandwidth-intensive activities such as video conferencing and multimedia content consumption. These infrastructural deficiencies create a participation gap wherein students from disadvantaged backgrounds face systematic obstacles that their privileged counterparts do not encounter.
However, the challenges extend beyond mere technological access to encompass more subtle dimensions of digital inequality. Sociologist Jan van Dijk’s sequential model of digital inequality distinguishes between motivational access, material access, skills access, and usage access – suggesting that simply providing internet connectivity does not automatically translate into effective utilization. Students must possess adequate digital literacy not only to navigate technical interfaces but also to evaluate information critically, communicate appropriately in online environments, and leverage digital tools for knowledge construction. These competencies are unevenly distributed across social strata, often correlating strongly with parental education levels and socioeconomic background. Consequently, e-learning environments may advantage already-privileged students who arrive with robust digital skills while disadvantaging those lacking such preparatory experiences.
Biểu đồ minh họa khoảng cách tiếp cận giáo dục trực tuyến giữa các tầng lớp xã hội
The commodification of education through online platforms introduces additional equity concerns. While MOOCs initially promised free universal access to prestigious university courses, many platforms have adopted freemium models wherein basic content remains accessible but certificates, graded assessments, and instructor interaction require payment. More significantly, the proliferation of for-profit online universities and credential providers has created a stratified market where the perceived value and labor market returns of credentials vary enormously depending on the institutional prestige of the provider. Research indicates that employers differentially evaluate online credentials, with degrees from established brick-and-mortar universities carrying substantially more cachet than those from exclusively online institutions, even when covering identical content. This credential hierarchy may ultimately reinforce rather than challenge existing educational inequalities.
Furthermore, the expansion of e-learning intersects with broader transformations in labor market dynamics and the nature of professional credentials. The concept of unbundling – wherein traditional degree programs are disaggregated into discrete microcredentials, certificates, and competency badges – has gained considerable traction. Advocates argue this allows learners to acquire specific skills efficiently without investing time and money in comprehensive degrees. However, critics warn that unbundling may create a two-tiered system: privileged students continue pursuing holistic liberal arts education at prestigious residential universities, developing critical thinking, communication skills, and valuable social networks, while disadvantaged students pursue narrow vocational training through online platforms, acquiring task-specific competencies but lacking the broader intellectual development and social capital formation that occurs in traditional university settings.
The pedagogical affordances and limitations of online learning also have equity implications. Proponents emphasize that asynchronous formats benefit students juggling employment and family responsibilities, personalized pacing accommodates diverse learning speeds, and multimodal content can address various learning preferences. However, the effectiveness of these features depends heavily on learner autonomy, self-regulation capabilities, and intrinsic motivation – characteristics that are themselves socially patterned. Students from educationally advantaged backgrounds typically arrive at university with well-developed study skills, time management abilities, and metacognitive awareness that facilitate independent learning. Conversely, first-generation university students and those from under-resourced schools may require substantial scaffolding, structured support, and interpersonal guidance that online formats may provide less readily than traditional classrooms.
Sơ đồ so sánh phát triển kỹ năng trong giáo dục trực tuyến và truyền thống
The geopolitical dimensions of e-learning expansion merit consideration as well. Western universities, particularly Anglo-American institutions, dominate the global online education market, raising questions about cultural imperialism and the potential homogenization of knowledge systems. When students worldwide access courses designed primarily for Western audiences, reflecting Western epistemologies and pedagogical traditions, this may marginalize indigenous knowledge systems and non-Western intellectual traditions. Some scholars express concern about a form of digital colonialism wherein technological and pedagogical models developed in the Global North are imposed upon the Global South without adequate attention to local contexts, cultural values, or educational traditions.
Nevertheless, e-learning also presents genuine opportunities for progressive transformation of higher education. Online platforms can facilitate cross-border collaboration, expose students to diverse perspectives, and provide access to specialized expertise unavailable locally. Open educational resources have the potential to reduce textbook costs and increase access to quality learning materials in under-resourced contexts. Moreover, the necessity of rethinking pedagogical approaches for online environments has prompted valuable reflection on teaching effectiveness more broadly, potentially improving both online and face-to-face instruction. The challenge lies in harnessing these opportunities while actively addressing the equity concerns and social justice implications of e-learning’s continued expansion.
Ultimately, whether e-learning serves as an equalizing force or reproduces existing hierarchies depends not on the technology itself but on the policy frameworks, institutional practices, and social commitments that shape its implementation. Ensuring equitable outcomes requires substantial public investment in digital infrastructure, comprehensive digital literacy programs, robust student support services, and careful attention to how credential markets evolve. Without such intentional efforts, the e-learning revolution risks becoming yet another instance wherein technological change primarily benefits those already advantaged, leaving behind precisely those populations most in need of educational opportunity.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C, or D.
27. According to the passage, the main barrier to equal e-learning participation is:
A. Student motivation levels
B. The digital divide in technology access
C. Language differences
D. Time zone complications
28. Van Dijk’s model of digital inequality suggests that:
A. Internet access alone is sufficient for effective online learning
B. Only material access matters for digital participation
C. Multiple types of access are needed beyond just connectivity
D. Motivational access is unimportant
29. The term “freemium model” in the passage refers to:
A. Completely free online courses
B. Basic content free but premium features requiring payment
C. Courses only available to paying customers
D. Government-subsidized education programs
30. Research shows that employers view online degrees from established universities as:
A. Less valuable than any traditional degree
B. Equal to degrees from online-only institutions
C. More prestigious than credentials from exclusively online providers
D. Unacceptable qualifications
31. The concept of “unbundling” in education means:
A. Combining multiple degrees into one program
B. Breaking degree programs into separate microcredentials
C. Removing technology from education
D. Standardizing all university courses
Questions 32-36: Matching Features
Match the following concepts (32-36) with the correct descriptions (A-H).
Concepts:
32. Digital divide
33. Credential hierarchy
34. Cultural imperialism
35. First-generation students
36. Open educational resources
Descriptions:
A. Students who may need more structured support in online learning
B. Free learning materials that reduce costs
C. Inequality in technology access between groups
D. The dominance of Western educational models globally
E. Government regulations on online education
F. Difference in perceived value of various online credentials
G. Student preference for traditional classrooms
H. The cost of internet services
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 typically continue receiving comprehensive education at residential universities according to critics of unbundling?
38. What three characteristics does the passage mention that help students succeed in independent online learning?
39. What type of knowledge systems might be marginalized by Western-dominated online education?
40. According to the conclusion, what determines whether e-learning promotes equality or reinforces hierarchies?
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- C
- C
- B
- C
- TRUE
- NOT GIVEN
- FALSE
- TRUE
- face-to-face interaction
- internet connectivity
- self-discipline
- artificial intelligence
PASSAGE 2: Questions 14-26
- YES
- NOT GIVEN
- YES
- YES
- NO
- iii
- iv
- ii
- i
- teaching presence
- social presence
- cognitive presence
- self-regulatory
PASSAGE 3: Questions 27-40
- B
- C
- B
- C
- B
- C
- F
- D
- A
- B
- privileged students
- learner autonomy / self-regulation capabilities / intrinsic motivation
- indigenous knowledge systems
- policy frameworks / institutional practices / social commitments
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: accelerated, digital transformation
- Vị trí trong bài: Đoạn A, câu cuối
- Giải thích: Bài đọc nói rõ “This digital transformation has been accelerated by technological advances and, most recently, by the global pandemic”. Đây là paraphrase trực tiếp của đáp án B.
Câu 2: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: particularly beneficial
- Vị trí trong bài: Đoạn B, câu thứ 4
- Giải thích: Passage chỉ ra “This is particularly beneficial for working professionals who want to continue their education without giving up their careers”. Đáp án C là paraphrase chính xác.
Câu 3: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Online Learning Consortium study, reduce costs
- Vị trí trong bài: Đoạn C, câu thứ 4
- Giải thích: Nghiên cứu được trích dẫn trực tiếp: “online courses can reduce education costs by up to 50%”.
Câu 4: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: engaging, traditional lectures
- Vị trí trong bài: Đoạn D, câu thứ 3-4
- Giải thích: Bài đọc đề cập “gamification elements – such as badges, points, and leaderboards – which make learning more engaging”.
Câu 5: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: experts predict, future
- Vị trí trong bài: Đoạn G, câu đầu
- Giải thích: “Most experts predict that the future of higher education will be hybrid – combining the best elements of both online and in-person learning”.
Câu 6: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: study at their own pace, any location
- Vị trí trong bài: Đoạn B, câu thứ 3
- Giải thích: Statement khớp với “Students can access course materials at any time from anywhere in the world, allowing them to study at their own pace”.
Câu 7: NOT GIVEN
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: all universities, fully online degree programs
- Giải thích: Bài đọc không đưa ra thông tin về việc TẤT CẢ các trường đại học có chương trình online đầy đủ.
Câu 8: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: digital textbooks, always free
- Vị trí trong bài: Đoạn C, câu cuối
- Giải thích: Passage chỉ nói “often cheaper”, không phải “always free”.
Câu 9: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: watch video lectures, multiple times
- Vị trí trong bài: Đoạn D, câu thứ 4
- Giải thích: “The ability to replay video lectures is particularly valuable, as students can review difficult concepts multiple times”.
Câu 10: face-to-face interaction
- Dạng câu hỏi: Sentence Completion
- Từ khóa: major challenge, lack of
- Vị trí trong bài: Đoạn E, câu thứ 2
- Giải thích: “The most commonly cited drawback is the lack of face-to-face interaction between students and instructors”.
Câu 11: internet connectivity
- Dạng câu hỏi: Sentence Completion
- Từ khóa: disrupt learning experience, developing countries
- Vị trí trong bài: Đoạn E, câu thứ 3
- Giải thích: “Technical issues such as poor internet connectivity can also disrupt the learning experience, particularly for students in developing countries”.
Câu 12: self-discipline
- Dạng câu hỏi: Sentence Completion
- Từ khóa: online learning requires
- Vị trí trong bài: Đoạn E, câu thứ 4
- Giải thích: “Online learning requires a high degree of self-discipline and time management skills”.
Câu 13: artificial intelligence
- Dạng câu hỏi: Sentence Completion
- Từ khóa: personalized learning experiences
- Vị trí trong bài: Đoạn F, câu thứ 3
- Giải thích: “Some institutions are experimenting with artificial intelligence to provide personalized learning experiences”.
Passage 2 – Giải Thích
Câu 14: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: moving courses online, rethink teaching methods
- Vị trí trong bài: Đoạn A, câu đầu
- Giải thích: Tác giả khẳng định “It necessitates a fundamental reconceptualization of pedagogical practices” – cần tái khái niệm hóa hoàn toàn các phương pháp sư phạm.
Câu 15: NOT GIVEN
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: asynchronous courses, better outcomes, all cases
- Giải thích: Passage đề cập lợi ích của asynchronous learning nhưng không khẳng định nó tốt hơn trong MỌI trường hợp.
Câu 16: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: Community of Inquiry, three critical components
- Vị trí trong bài: Đoạn C, câu thứ 2
- Giải thích: “Research by the Community of Inquiry framework identifies three essential elements” – tác giả đồng ý với framework này.
Câu 17: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: portfolio assessments, more comprehensive
- Vị trí trong bài: Đoạn D, câu cuối
- Giải thích: Tác giả nói các phương pháp này “may actually provide more holistic measures of student learning than traditional time-limited examinations”.
Câu 18: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: university instructors, adequate training
- Vị trí trong bài: Đoạn E, câu cuối
- Giải thích: “This facilitation role requires substantial time investment and specific training that many university faculty have not traditionally received” – mâu thuẫn với statement.
Câu 19: iii (Applying learning theory to digital contexts)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph B
- Giải thích: Đoạn này thảo luận về constructivist learning theory và cách áp dụng vào giáo dục trực tuyến.
Câu 20: iv (New approaches to measuring student performance)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph D
- Giải thích: Đoạn này tập trung vào assessment methodologies và các phương pháp đánh giá mới trong môi trường online.
Câu 21: ii (Essential digital skills for online learning)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph F
- Giải thích: Đoạn này nói về technological literacy và các kỹ năng số cần thiết cho học trực tuyến.
Câu 22: i (The disappointing reality of MOOCs)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph G
- Giải thích: Đoạn này thảo luận về MOOCs và những hạn chế của chúng, với completion rates thấp và không giải quyết được vấn đề bình đẳng giáo dục.
Câu 23: teaching presence
- Dạng câu hỏi: Summary Completion
- Vị trí trong bài: Đoạn C
- Giải thích: “Teaching presence refers to the design, facilitation, and direction of cognitive and social processes”.
Câu 24: social presence
- Dạng câu hỏi: Summary Completion
- Vị trí trong bài: Đoạn C
- Giải thích: “Social presence involves creating an environment where learners feel comfortable expressing themselves authentically”.
Câu 25: cognitive presence
- Dạng câu hỏi: Summary Completion
- Vị trí trong bài: Đoạn C
- Giải thích: “Cognitive presence represents the extent to which learners can construct and confirm meaning through sustained reflection and discourse”.
Câu 26: self-regulatory
- Dạng câu hỏi: Summary Completion
- Vị trí trong bài: Đoạn G, câu cuối
- Giải thích: “Successful completion still requires the self-regulatory skills and prior knowledge that characterize already-educated populations”.
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: main barrier, equal participation
- Vị trí trong bài: Đoạn B, câu đầu
- Giải thích: “The digital divide… represents perhaps the most fundamental barrier to equitable e-learning participation”.
Câu 28: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Van Dijk’s model
- Vị trí trong bài: Đoạn C, câu thứ 2
- Giải thích: Model phân biệt “motivational access, material access, skills access, and usage access – suggesting that simply providing internet connectivity does not automatically translate into effective utilization”.
Câu 29: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: freemium model
- Vị trí trong bài: Đoạn D, câu thứ 2
- Giải thích: “Basic content remains accessible but certificates, graded assessments, and instructor interaction require payment”.
Câu 30: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: employers view, established universities
- Vị trí trong bài: Đoạn D, câu thứ 4
- Giải thích: “Degrees from established brick-and-mortar universities carrying substantially more cachet than those from exclusively online institutions”.
Câu 31: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: unbundling
- Vị trí trong bài: Đoạn E, câu thứ 2
- Giải thích: “Wherein traditional degree programs are disaggregated into discrete microcredentials, certificates, and competency badges”.
Câu 32: C (Inequality in technology access between groups)
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn B
- Giải thích: Digital divide được định nghĩa là “disparities in access to information and communication technologies”.
Câu 33: F (Difference in perceived value of various online credentials)
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn D
- Giải thích: “This credential hierarchy may ultimately reinforce rather than challenge existing educational inequalities”.
Câu 34: D (The dominance of Western educational models globally)
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn H
- Giải thích: “Raising questions about cultural imperialism and the potential homogenization of knowledge systems”.
Câu 35: A (Students who may need more structured support in online learning)
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn F
- Giải thích: “First-generation university students… may require substantial scaffolding, structured support, and interpersonal guidance”.
Câu 36: B (Free learning materials that reduce costs)
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn I
- Giải thích: “Open educational resources have the potential to reduce textbook costs and increase access to quality learning materials”.
Câu 37: privileged students
- Dạng câu hỏi: Short-answer Question
- Từ khóa: comprehensive education, residential universities
- Vị trí trong bài: Đoạn E
- Giải thích: “Privileged students continue pursuing holistic liberal arts education at prestigious residential universities”.
Câu 38: learner autonomy / self-regulation capabilities / intrinsic motivation
- Dạng câu hỏi: Short-answer Question (có thể chọn 1 trong 3)
- Từ khóa: succeed, independent online learning
- Vị trí trong bài: Đoạn F
- Giải thích: “The effectiveness of these features depends heavily on learner autonomy, self-regulation capabilities, and intrinsic motivation”.
Câu 39: indigenous knowledge systems
- Dạng câu hỏi: Short-answer Question
- Từ khóa: marginalized, Western-dominated
- Vị trí trong bài: Đoạn H
- Giải thích: “This may marginalize indigenous knowledge systems and non-Western intellectual traditions”.
Câu 40: policy frameworks / institutional practices / social commitments
- Dạng câu hỏi: Short-answer Question (có thể chọn 1 trong 3)
- Từ khóa: determines, equality or hierarchies
- Vị trí trong bài: Đoạn J, câu đầu
- Giải thích: “Depends not on the technology itself but on the policy frameworks, institutional practices, and social commitments that shape its implementation”.
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| accessible | adj | /əkˈsesəbl/ | dễ tiếp cận, có thể truy cập | making learning more accessible | easily accessible, readily accessible |
| flexible | adj | /ˈfleksəbl/ | linh hoạt | more flexible than ever before | flexible schedule, flexible approach |
| interactive | adj | /ˌɪntərˈæktɪv/ | tương tác | more interactive than ever before | interactive learning, interactive platform |
| digital transformation | n phrase | /ˈdɪdʒɪtl trænsfərˈmeɪʃn/ | chuyển đổi số | This digital transformation has been accelerated | undergo digital transformation |
| cost-effectiveness | n | /kɒst ɪˈfektɪvnəs/ | hiệu quả chi phí | One of the most significant benefits is its cost-effectiveness | improve cost-effectiveness |
| commuting | n | /kəˈmjuːtɪŋ/ | đi lại (đến trường/công ty) | Students save money on commuting | daily commuting, commuting costs |
| gamification | n | /ˌɡeɪmɪfɪˈkeɪʃn/ | trò chơi hóa | Many platforms incorporate gamification elements | gamification strategy, use gamification |
| isolation | n | /ˌaɪsəˈleɪʃn/ | sự cô lập | This can lead to feelings of isolation | social isolation, sense of isolation |
| self-discipline | n | /ˌself ˈdɪsəplɪn/ | tự kỷ luật | Online learning requires a high degree of self-discipline | maintain self-discipline, develop self-discipline |
| pedagogical | adj | /ˌpedəˈɡɒdʒɪkl/ | thuộc về sư phạm | developing new pedagogical approaches | pedagogical methods, pedagogical theory |
| artificial intelligence | n phrase | /ˌɑːtɪfɪʃl ɪnˈtelɪdʒəns/ | trí tuệ nhân tạo | Some institutions are experimenting with artificial intelligence | apply artificial intelligence |
| hybrid | adj | /ˈhaɪbrɪd/ | lai ghép, kết hợp | the future of higher education will be hybrid | hybrid model, hybrid approach |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| reconceptualization | n | /ˌriːkənˌseptʃuəlaɪˈzeɪʃn/ | tái khái niệm hóa | necessitates a fundamental reconceptualization | undergo reconceptualization |
| paradigm shift | n phrase | /ˈpærədaɪm ʃɪft/ | sự chuyển đổi mô hình tư duy | This paradigm shift has prompted extensive research | major paradigm shift |
| constructivist | adj | /kənˈstrʌktɪvɪst/ | theo thuyết kiến tạo | Constructivist learning theory has proven applicable | constructivist approach |
| asynchronous | adj | /eɪˈsɪŋkrənəs/ | không đồng bộ | The asynchronous nature of many online courses | asynchronous learning, asynchronous communication |
| proctoring software | n phrase | /ˈprɒktərɪŋ ˈsɒftweə(r)/ | phần mềm giám sát thi | sophisticated proctoring software that some critics view as invasive | use proctoring software |
| portfolio assessment | n phrase | /pɔːtˈfəʊliəʊ əˈsesmənt/ | đánh giá hồ sơ học tập | These include portfolio assessments | conduct portfolio assessment |
| authentic assessment | n phrase | /ɔːˈθentɪk əˈsesmənt/ | đánh giá thực tế | authentic assessments that require application of knowledge | implement authentic assessment |
| holistic | adj | /həˈlɪstɪk/ | toàn diện | provide more holistic measures of student learning | holistic approach, holistic view |
| facilitator | n | /fəˈsɪlɪteɪtə(r)/ | người hỗ trợ, hướng dẫn | the online instructor becomes more of a learning facilitator | act as facilitator |
| curating | v | /kjʊəˈreɪtɪŋ/ | tuyển chọn, sắp xếp | This involves curating appropriate resources | curating content |
| technological literacy | n phrase | /ˌteknəˈlɒdʒɪkl ˈlɪtərəsi/ | kiến thức về công nghệ | Technological literacy emerges as a crucial competency | develop technological literacy |
| digital citizenship | n phrase | /ˈdɪdʒɪtl ˈsɪtɪzənʃɪp/ | công dân số | practice digital citizenship | promote digital citizenship |
| scalability | n | /ˌskeɪləˈbɪləti/ | khả năng mở rộng quy mô | The scalability of e-learning has led to the proliferation | improve scalability |
| democratizing force | n phrase | /dɪˈmɒkrətaɪzɪŋ fɔːs/ | lực lượng dân chủ hóa | as a democratizing force in education | act as democratizing force |
| educational equity | n phrase | /ˌedʒuˈkeɪʃənl ˈekwəti/ | công bằng giáo dục | they may not fully address educational equity issues | achieve educational equity |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| socioeconomic | adj | /ˌsəʊsiəʊˌiːkəˈnɒmɪk/ | thuộc kinh tế xã hội | profound socioeconomic ramifications | socioeconomic status, socioeconomic factors |
| egalitarian | adj | /ɪˌɡælɪˈteəriən/ | bình đẳng | herald online learning as an egalitarian revolution | egalitarian society, egalitarian principles |
| exacerbate | v | /ɪɡˈzæsəbeɪt/ | làm trầm trọng thêm | it may actually exacerbate existing inequalities | exacerbate problems, exacerbate tensions |
| stratification | n | /ˌstrætɪfɪˈkeɪʃn/ | sự phân tầng | introducing new forms of stratification | social stratification |
| credentialism | n | /krɪˈdenʃəlɪzəm/ | chủ nghĩa văn bằng | the evolving nature of credentialism | rise of credentialism |
| digital divide | n phrase | /ˈdɪdʒɪtl dɪˈvaɪd/ | khoảng cách số | The digital divide represents the most fundamental barrier | bridge the digital divide |
| broadband connectivity | n phrase | /ˈbrɔːdbænd ˌkɒnekˈtɪvəti/ | kết nối băng thông rộng | lack reliable broadband connectivity | improve broadband connectivity |
| prohibitive | adj | /prəˈhɪbɪtɪv/ | quá đắt, không thể chịu được | face prohibitive data costs | prohibitive costs, prohibitively expensive |
| infrastructural deficiencies | n phrase | /ˌɪnfrəˈstrʌktʃərəl dɪˈfɪʃənsiz/ | thiếu hụt cơ sở hạ tầng | These infrastructural deficiencies create a participation gap | address infrastructural deficiencies |
| digital literacy | n phrase | /ˈdɪdʒɪtl ˈlɪtərəsi/ | kiến thức số | Students must possess adequate digital literacy | improve digital literacy, digital literacy skills |
| commodification | n | /kəˌmɒdɪfɪˈkeɪʃn/ | sự hàng hóa hóa | The commodification of education through online platforms | commodification of knowledge |
| freemium model | n phrase | /ˈfriːmiəm ˈmɒdl/ | mô hình miễn phí cơ bản | many platforms have adopted freemium models | use freemium model |
| credential hierarchy | n phrase | /krɪˈdenʃl ˈhaɪərɑːki/ | thứ bậc văn bằng | This credential hierarchy may ultimately reinforce inequalities | establish credential hierarchy |
| unbundling | n | /ʌnˈbʌndlɪŋ/ | sự tách rời | The concept of unbundling has gained considerable traction | educational unbundling |
| microcredential | n | /ˈmaɪkrəʊkrɪˌdenʃl/ | chứng chỉ vi mô | disaggregated into discrete microcredentials | earn microcredentials |
| social capital | n phrase | /ˈsəʊʃl ˈkæpɪtl/ | vốn xã hội | lacking the social capital formation | build social capital |
| pedagogical affordances | n phrase | /ˌpedəˈɡɒdʒɪkl əˈfɔːdənsɪz/ | khả năng hỗ trợ sư phạm | The pedagogical affordances and limitations | explore pedagogical affordances |
| scaffolding | n | /ˈskæfəldɪŋ/ | sự hỗ trợ từng bước | may require substantial scaffolding | provide scaffolding |
| metacognitive | adj | /ˌmetəˈkɒɡnətɪv/ | siêu nhận thức | metacognitive awareness that facilitate independent learning | metacognitive skills |
| cultural imperialism | n phrase | /ˈkʌltʃərəl ɪmˈpɪəriəlɪzəm/ | chủ nghĩa đế quốc văn hóa | raising questions about cultural imperialism | resist cultural imperialism |
| epistemologies | n | /ɪˌpɪstəˈmɒlədʒiz/ | nhận thức luận | reflecting Western epistemologies | different epistemologies |
| indigenous knowledge | n phrase | /ɪnˈdɪdʒənəs ˈnɒlɪdʒ/ | kiến thức bản địa | may marginalize indigenous knowledge systems | preserve indigenous knowledge |
| digital colonialism | n phrase | /ˈdɪdʒɪtl kəˈləʊniəlɪzəm/ | chủ nghĩa thực dân số | a form of digital colonialism | combat digital colonialism |
Kết bài
Chủ đề về sự phát triển của giáo dục trực tuyến trong các trường đại học (The Rise Of E-learning In Higher Education) là một trong những chủ đề quan trọng và thường xuyên xuất hiện trong bài thi IELTS Reading. Đề thi mẫu này đã cung cấp cho bạn trải nghiệm hoàn chỉnh với 3 passages có độ khó tăng dần từ Easy đến Hard, phản ánh chính xác cấu trúc và độ khó của đề thi thực tế.
Thông qua 40 câu hỏi với 7 dạng bài khác nhau, bạn đã được luyện tập đầy đủ các kỹ năng cần thiết: scanning để tìm thông tin cụ thể, skimming để nắm ý chính, paraphrasing để nhận diện câu trả lời, và critical thinking để phân tích ý kiến tác giả. Đáp án chi tiết kèm giải thích cụ thể giúp bạn tự đánh giá năng lực, hiểu rõ điểm mạnh và xác định những kỹ năng cần cải thiện.
Bảng từ vựng phân theo 3 passages cung cấp gần 50 từ vựng quan trọng với phiên âm, nghĩa tiếng Việt và collocations thường dùng. Đây là vốn từ học thuật quý giá không chỉ giúp bạn trong phần Reading mà còn hữu ích cho Writing và Speaking.
Hãy thực hành đề thi này trong điều kiện giống thi thật với thời gian 60 phút, không tra từ điển và tự chấm điểm. Nếu bạn đạt từ 30/40 câu đúng trở lên, bạn đang trên con đường đạt band 7.0+. Chúc bạn ôn tập hiệu quả và đạt kết quả cao trong kỳ thi IELTS sắp tới!
