IELTS Reading: Digital Literacy in the Modern Workplace – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Trong bối cảnh chuyển đổi số diễn ra mạnh mẽ, digital literacy (kỹ năng số) đã trở thành yêu cầu thiết yếu tại mọi nơi làm việc hiện đại. Chủ đề này xuất hiện với tần suất ngày càng cao trong kỳ thi IELTS Reading, đặc biệt trong các bộ đề Cambridge IELTS từ series 14 trở đi, phản ánh xu hướng toàn cầu hóa và công nghệ hóa môi trường làm việc.

Bài viết này cung cấp một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages được thiết kế theo chuẩn Cambridge, bao gồm:

• Đề thi đầy đủ 40 câu hỏi: Phân bổ từ dễ đến khó theo đúng cấu trúc thi thật
• Đa dạng dạng câu hỏi: 7-8 dạng câu hỏi phổ biến nhất trong IELTS Reading
• Đáp án chi tiết: Giải thích từng câu với vị trí cụ thể trong bài và kỹ thuật paraphrase
• Từ vựng chuyên sâu: Hơn 40 từ vựng quan trọng liên quan đến digital literacy và workplace technology

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với cấu trúc bài thi, rèn luyện kỹ năng quản lý thời gian và nâng cao khả năng đọc hiểu văn bản học thuật tiếng Anh.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

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

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút – Nội dung đơn giản, câu hỏi dễ xác định
• Passage 2 (Medium): 18-20 phút – Độ phức tạp trung bình, cần kỹ năng paraphrase
• Passage 3 (Hard): 23-25 phút – Văn bản học thuật, yêu cầu phân tích sâu

Lưu ý quan trọng: Hãy dành 2-3 phút cuối để chuyển đáp án vào Answer Sheet. Không có thời gian bổ sung cho việc này như phần Listening.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Câu hỏi trắc nghiệm
2. True/False/Not Given – Xác định tính đúng/sai/không có thông tin
3. Matching Information – Nối thông tin với đoạn văn
4. Sentence Completion – Hoàn thành câu
5. Matching Headings – Nối tiêu đề với đoạn văn
6. Summary Completion – Hoàn thành đoạn tóm tắt
7. Short-answer Questions – Câu hỏi ngắn

Mỗi dạng câu hỏi yêu cầu chiến lược làm bài khác nhau, được phân tích chi tiết trong phần giải thích đáp án.

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2. IELTS Reading Practice Test

PASSAGE 1 – The Evolution of Digital Skills in the Workplace

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The modern workplace has undergone a dramatic transformation over the past two decades, largely driven by the rapid advancement of digital technologies. What was once considered specialist knowledge – the ability to use computers and navigate the internet – has now become an essential prerequisite for employment across virtually all sectors. This shift has given rise to the concept of digital literacy, which encompasses far more than just basic computer skills.

Digital literacy refers to the ability to find, evaluate, utilize, share, and create content using information technologies and the internet. In today’s professional environment, employers expect workers to demonstrate competence in using various digital tools, from standard office software like word processors and spreadsheets to more specialized applications relevant to their specific industry. Moreover, the ability to communicate effectively through digital channels – including email, video conferencing, and collaborative platforms – has become increasingly important, particularly since the global shift toward remote and hybrid working arrangements.

The transition to a digitally-focused workplace has not been uniform across all industries or demographic groups. Research conducted by the Pew Research Center in 2021 revealed significant disparities in digital literacy levels among different age groups and socioeconomic backgrounds. Younger workers, who have grown up surrounded by digital technology, generally adapt more quickly to new digital tools and platforms. However, this “digital native” advantage can be overstated, as many young people possess strong social media skills but lack proficiency in workplace-specific applications such as data analysis software or project management systems.

Organizations have recognized that investing in digital skills training is no longer optional but imperative for maintaining competitiveness. Companies across Europe, North America, and Asia have allocated substantial budgets to upskilling programs designed to enhance employees’ digital capabilities. These initiatives range from basic computer literacy courses for entry-level workers to advanced training in emerging technologies such as artificial intelligence, machine learning, and data analytics for more senior staff.

The benefits of improved digital literacy extend beyond individual career advancement. Studies have shown that organizations with digitally skilled workforces experience higher productivity levels, better communication, and enhanced innovation. A report by the European Commission estimated that improving digital skills across the EU workforce could add approximately €350 billion to the regional economy annually. Furthermore, employees who feel confident in their digital abilities report higher job satisfaction and are more likely to embrace change when new technologies are introduced.

However, the rapid pace of technological change presents ongoing challenges. Skills that are relevant today may become obsolete within a few years, requiring workers to engage in continuous learning throughout their careers. This has led to the emergence of the concept of “lifelong digital learning,” where professionals regularly update their skills to keep pace with evolving technologies. Many experts argue that the most valuable skill in the digital age is not mastery of any particular tool, but rather the ability to learn and adapt to new technologies quickly.

Educational institutions have also begun to respond to the changing demands of the workplace. Universities and vocational colleges are incorporating digital literacy into their curricula across all disciplines, not just technology-focused programs. Some countries, including Singapore and Estonia, have made digital skills a core component of their national education strategies, recognizing that preparing students for the digital workplace must begin early in their academic journey.

Despite widespread recognition of its importance, digital literacy gaps persist in many regions and sectors. Rural areas often have limited access to high-speed internet and digital training resources, creating geographical disadvantages. Additionally, certain industries, particularly those involving manual labor or traditional crafts, have been slower to adopt digital tools, leaving workers in these sectors at risk of being left behind as automation and digitalization continue to advance.

Looking ahead, experts predict that digital literacy requirements will continue to evolve and intensify. The integration of artificial intelligence, virtual reality, and other cutting-edge technologies into everyday work processes means that tomorrow’s workforce will need to be even more technologically adept than today’s. Organizations and governments must work collaboratively to ensure that all workers have access to the training and resources necessary to thrive in an increasingly digital world.

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Questions 1-13

Questions 1-5: Multiple Choice

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

1. According to the passage, digital literacy is:
A. Only necessary for technology specialists
B. A basic requirement in most employment sectors
C. Primarily about using social media effectively
D. Less important than traditional workplace skills

2. The passage suggests that younger workers:
A. Always have superior digital skills compared to older workers
B. Are proficient in all workplace-specific applications
C. May excel at social media but lack some professional digital skills
D. Refuse to learn traditional business software

3. Companies invest in digital skills training because:
A. It is required by government regulations
B. It is essential for remaining competitive
C. Younger employees demand it
D. It reduces the need for human workers

4. Organizations with digitally skilled employees benefit from:
A. Lower salary costs
B. Reduced need for management
C. Higher productivity and innovation
D. Elimination of all workplace problems

5. The concept of “lifelong digital learning” emphasizes:
A. Learning one software package thoroughly
B. Avoiding new technologies
C. Continuously updating skills throughout one’s career
D. Focusing only on social media skills

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. The Pew Research Center found differences in digital literacy among various age groups.

7. All European companies provide free digital training to their employees.

8. Improving digital skills across the EU workforce could add €350 billion annually to the economy.

9. Singapore has made digital skills mandatory in primary schools only.

Questions 10-13: Sentence Completion

Complete the sentences below.

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

10. Digital literacy includes the ability to find, evaluate, utilize, share, and create content using ____ and the internet.

11. The ability to communicate through digital channels has become more important due to the shift toward ____ working arrangements.

12. Rural areas face ____ because of limited access to high-speed internet and training resources.

13. Future workplaces will integrate technologies such as artificial intelligence and ____ into everyday processes.

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PASSAGE 2 – Bridging the Digital Divide in Corporate Training

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The concept of digital literacy has evolved from a peripheral concern to a central strategic priority for organizations worldwide. As businesses increasingly rely on technology to drive operations, communicate with stakeholders, and deliver products and services, the need for a workforce equipped with comprehensive digital competencies has never been more acute. However, achieving universal digital literacy within an organization presents multifaceted challenges that extend beyond simply providing access to technology or basic training programs.

A. The Complexity of Digital Skills

Contemporary digital literacy encompasses a sophisticated array of capabilities that vary significantly depending on role, industry, and organizational context. At its most fundamental level, it includes operational proficiency with standard business software and the ability to navigate digital communication platforms. However, in many professional contexts, digital literacy extends to more specialized competencies such as data interpretation, cybersecurity awareness, digital content creation, and understanding of automation technologies. This complexity means that one-size-fits-all training approaches are often ineffective, necessitating tailored development programs that address the specific needs of different employee groups.

B. Identifying and Addressing Skill Gaps

A critical first step in any organizational digital literacy initiative is conducting a comprehensive skills audit to identify existing capabilities and gaps. Leading organizations employ various assessment methodologies, including self-evaluation surveys, practical skills tests, and manager evaluations, to build a detailed picture of their workforce’s digital competencies. This diagnostic phase often reveals surprising disparities, not only between different age cohorts but also across departments, geographical locations, and organizational hierarchies.

Research by McKinsey & Company has demonstrated that middle management frequently represents a particular challenge in digital transformation efforts. While senior executives often champion digital initiatives and younger employees typically possess strong foundational digital skills, middle managers – who play a crucial role in implementing change – sometimes lack the necessary digital confidence and capabilities. Tương tự như social implications of digital currencies, việc áp dụng công nghệ số tại nơi làm việc cũng tạo ra những tác động xã hội đáng kể. This “leadership gap” can create bottlenecks that hinder the successful adoption of new technologies and processes throughout the organization.

C. Innovative Training Approaches

Forward-thinking companies are moving beyond traditional classroom-based training to embrace more dynamic and personalized learning methodologies. Microlearning – the delivery of content in short, focused segments – has gained particular traction, as it allows employees to develop skills incrementally without extended absences from their regular duties. Many organizations now utilize digital learning platforms that offer personalized learning paths, adaptive content that responds to individual progress, and gamification elements that enhance engagement and retention.

Peer-to-peer learning represents another increasingly popular approach, leveraging the diverse digital skills that already exist within the workforce. By creating “digital champion” programs, where technologically proficient employees mentor their colleagues, organizations can build internal capacity while fostering a culture of continuous learning and knowledge sharing. This approach has proven particularly effective in helping less digitally confident employees overcome anxiety about technology, as learning from peers often feels less intimidating than formal training sessions.

D. Cultural and Generational Considerations

The challenge of developing digital literacy is compounded by cultural and generational factors that influence how individuals engage with technology. Anthropological research into workplace learning has revealed that attitudes toward digital technology are shaped not only by age but also by prior professional experiences, educational background, and cultural context. In multinational corporations, digital literacy initiatives must account for varying levels of technological infrastructure, internet accessibility, and cultural attitudes toward technology adoption across different regions.

Furthermore, organizations must be mindful of creating inclusive training environments that accommodate different learning styles and paces. Some employees may require more foundational support and reassurance, while others are ready to engage with more advanced concepts. Training programs that fail to recognize these differences risk alienating significant portions of the workforce, potentially exacerbating rather than bridging digital divides.

E. Measuring Impact and ROI

Justifying investment in digital literacy programs requires demonstrating tangible returns, yet measuring the impact of such initiatives presents methodological challenges. Progressive organizations employ multifaceted evaluation frameworks that assess both immediate outcomes (such as skill acquisition and training completion rates) and longer-term impacts (including productivity improvements, innovation metrics, and employee engagement scores). Some companies have developed sophisticated digital literacy indices that track workforce capabilities over time, enabling them to correlate improvements in digital skills with business performance indicators.

F. The Role of Leadership and Organizational Culture

Ultimately, the success of digital literacy initiatives depends heavily on organizational culture and leadership commitment. Organizations where senior leaders actively model digital behaviors and openly discuss their own learning journeys create psychological safety that encourages all employees to develop their skills without fear of judgment. Conversely, organizations that treat digital literacy as merely a technical training requirement, rather than a strategic cultural shift, often struggle to achieve meaningful and sustainable progress. Một ví dụ chi tiết về how e-learning platforms promote lifelong learning cho thấy cách các nền tảng học tập trực tuyến hỗ trợ sự phát triển kỹ năng liên tục trong môi trường công sở.

The integration of digital literacy development into broader talent management strategies – including recruitment, performance management, and career progression frameworks – signals to employees that these skills are genuinely valued and rewarded. Organizations that successfully embed digital literacy into their corporate DNA position themselves not only to navigate current technological challenges but also to adapt more readily to future digital disruptions.

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Questions 14-26

Questions 14-18: Matching Headings

Choose the correct heading for paragraphs A-E from the list of headings below.

List of Headings:
i. The challenge of proving training effectiveness
ii. Understanding what digital literacy really means
iii. Learning from colleagues rather than teachers
iv. Finding out what employees already know
v. Different backgrounds require different approaches
vi. New ways to teach digital skills
vii. The importance of leadership in driving change
viii. Problems in the middle ranks of management

14. Paragraph A ___

15. Paragraph B ___

16. Paragraph C ___

17. Paragraph D ___

18. Paragraph E ___

Questions 19-23: 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

19. One-size-fits-all training programs are usually ineffective for teaching digital literacy.

20. Younger employees always have better digital skills than middle managers.

21. Microlearning is more effective than all other training methods.

22. Cultural background can influence how people interact with technology.

23. Companies should focus only on technical training rather than cultural change.

Questions 24-26: Summary Completion

Complete the summary below.

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

Organizations are adopting innovative approaches to digital literacy training. One popular method is 24. ____, which delivers content in short segments. Another approach involves 25. ____ programs, where skilled employees help train their colleagues. For these initiatives to succeed, they must be supported by strong 26. ____ and integrated into the organization’s culture.

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PASSAGE 3 – The Neurocognitive Dimensions of Digital Literacy Acquisition

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The acquisition of digital literacy in adult professional contexts represents a fascinating nexus of cognitive psychology, neuroplasticity, and organizational learning theory. While much public discourse treats digital literacy as a straightforward technical competency that can be transmitted through conventional training methodologies, emerging research in cognitive neuroscience and educational psychology reveals a far more nuanced and complex phenomenon. Understanding these underlying cognitive processes has profound implications for how organizations design and implement digital upskilling initiatives, particularly for employees who did not grow up as “digital natives” and may experience varying degrees of technological anxiety or cognitive resistance to new digital tools.

Neuroplasticity and Adult Learning

Central to understanding adult digital literacy acquisition is the concept of neuroplasticity – the brain’s capacity to form new neural connections and reorganize existing pathways throughout the lifespan. Contrary to earlier assumptions that learning capacity diminishes significantly with age, contemporary neuroscience has established that adult brains retain substantial adaptive capacity, though the mechanisms and optimal conditions for learning differ from those in childhood and adolescence. Research conducted by Bavelier and Green (2019) demonstrates that adults can achieve high levels of proficiency in digital tool usage when training programs are designed in accordance with principles of cognitive load theory and spaced repetition.

However, the process is not without challenges. Adults learning digital skills often contend with proactive interference, where existing knowledge frameworks and established work practices create cognitive obstacles to adopting new technological approaches. This phenomenon, termed “digital schema rigidity” by some researchers, manifests when individuals attempt to apply familiar analog problem-solving strategies to digital contexts where they are inappropriate or inefficient. For instance, an experienced administrative professional who has developed highly effective paper-based filing systems may struggle to embrace cloud-based document management not due to incapacity, but because their entrenched cognitive schemas for information organization resist restructuring.

The Role of Metacognition and Self-Efficacy

Metacognitive awareness – the ability to reflect on one’s own thinking and learning processes – emerges as a critical factor in successful digital literacy development. Đối với những ai quan tâm đến the significance of financial literacy in modern society, việc phát triển khả năng tư duy phản biện tương tự cũng quan trọng trong học tập kỹ năng số. Employees who can accurately assess their current digital competencies, identify specific knowledge gaps, and monitor their learning progress demonstrate markedly superior outcomes compared to those who lack such metacognitive sophistication. This finding has prompted some organizations to incorporate metacognitive training components into their digital literacy programs, teaching employees not merely how to use specific tools, but how to approach learning new technologies systematically.

Closely related is the construct of self-efficacy – an individual’s belief in their capacity to successfully execute behaviors required to produce specific performance attainments. Bandura’s seminal work on self-efficacy has been extensively applied to digital literacy contexts, revealing that employees’ confidence in their ability to master digital tools often predicts actual performance more accurately than objective measures of prior experience or cognitive ability. This has significant practical implications: interventions that enhance digital self-efficacy – through incremental success experiences, vicarious learning from peer models, and reframing anxiety as productive arousal – can substantially accelerate skills acquisition.

Cognitive Load and Interface Design

The interaction between human cognitive architecture and digital interface design represents another crucial dimension of digital literacy. Cognitive load theory, developed by Sweller and colleagues, posits that learning is optimized when instructional design minimizes extraneous cognitive load (mental effort devoted to poorly designed materials), manages intrinsic cognitive load (inherent difficulty of the content), and maximizes germane cognitive load (productive mental effort toward learning). Digital interfaces that violate principles of intuitive design impose unnecessary cognitive burdens, particularly on novice users whose working memory capacity is already taxed by unfamiliar content.

Research utilizing eye-tracking technology and fMRI neuroimaging has revealed that expert and novice users process digital interfaces fundamentally differently. Experts demonstrate more efficient visual scanning patterns, faster information retrieval, and reduced activation in brain regions associated with cognitive effort, suggesting that digital literacy involves the development of automated cognitive routines that free up mental resources for higher-order tasks. This expertise development typically requires deliberate practice over extended periods – a reality that conflicts with many organizations’ expectations of rapid digital skill acquisition through brief training interventions.

Sociocultural and Affective Dimensions

While cognitive factors are crucial, they operate within broader sociocultural and emotional contexts that profoundly influence digital literacy development. Situated learning theory, advanced by Lave and Wenger, emphasizes that learning is fundamentally a social process occurring within communities of practice. In workplace contexts, this means that digital literacy acquisition is mediated by organizational culture, peer interactions, and the social meaning attributed to technology use. Environments characterized by collaborative learning, psychological safety, and positive technological attitudes facilitate skills development, while cultures marked by competition, judgment, or technophobic attitudes impede progress regardless of training quality.

The affective dimension – encompassing emotions, attitudes, and technological anxiety – deserves particular attention. Studies by Beckers and Schmidt (2020) have documented that computer anxiety and fear of failure can trigger stress responses that impair working memory and executive function, creating a self-fulfilling prophecy where anxiety about digital tasks undermines actual performance. Conversely, interventions targeting emotional regulation, anxiety reduction, and growth mindset development have demonstrated efficacy in breaking these counterproductive cycles. Điều này có điểm tương đồng với social implications of data security khi mà lo ngại về an ninh dữ liệu cũng ảnh hưởng đến cách người dùng tiếp cận công nghệ.

Implications for Organizational Practice

These neurocognitive insights suggest that effective digital literacy initiatives must extend beyond traditional skills training to address cognitive, metacognitive, and affective dimensions of learning. Neuroplasticity-informed training would incorporate spaced practice, retrieval practice, and interleaving of different skills to enhance long-term retention. Metacognitive scaffolding would help learners develop self-regulated learning capabilities applicable to future technologies. Interface design informed by cognitive load principles would reduce unnecessary mental burdens. And organizational culture interventions would create psychologically safe environments conducive to the risk-taking and experimentation necessary for authentic learning.

Furthermore, individual differences in cognitive style, working memory capacity, processing speed, and prior knowledge structures suggest that adaptive learning systems – which adjust content, pacing, and difficulty based on individual performance and characteristics – hold particular promise. Artificial intelligence-powered training platforms can now provide personalized learning pathways that would be impossible to deliver through conventional classroom instruction, potentially democratizing access to optimized digital literacy development.

The recognition that digital literacy acquisition involves fundamental cognitive restructuring rather than mere information transfer has profound implications for timelines and expectations. Organizations must cultivate patience and provide sustained support, recognizing that developing genuine digital fluency – the ability to flexibly apply digital skills to novel contexts – requires substantially more time and cognitive investment than commonly assumed. As workplace technologies continue to proliferate and evolve, understanding the neurocognitive foundations of digital learning becomes not merely academically interesting, but strategically imperative for organizational success in an increasingly digital economy.

Minh họa sự phát triển kỹ năng số trong môi trường làm việc hiện đại với công nghệ và đào tạo

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Questions 27-40

Questions 27-31: Multiple Choice

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

27. According to the passage, neuroplasticity refers to:
A. The inability of adults to learn new skills
B. The brain’s ability to form new connections throughout life
C. A learning method used in childhood only
D. A barrier to digital literacy development

28. The term “digital schema rigidity” describes:
A. Poor quality of digital tools
B. Resistance to any form of change
C. Difficulty applying old problem-solving methods to new digital contexts
D. A medical condition affecting older workers

29. Metacognitive awareness in digital learning involves:
A. Using multiple computers simultaneously
B. Avoiding reflection on one’s learning process
C. Reflecting on one’s own thinking and learning processes
D. Learning only from formal instruction

30. According to cognitive load theory, learning is optimized when:
A. Materials are as complex as possible
B. Extraneous cognitive load is minimized
C. All cognitive load is eliminated
D. Learners use only paper-based materials

31. The passage suggests that expert digital users differ from novices in:
A. Their physical ability to type
B. Their visual scanning patterns and reduced cognitive effort
C. Their refusal to use new technologies
D. Their inability to teach others

Questions 32-36: Matching Features

Match each research finding (32-36) with the correct researcher(s) from the list (A-F).

Write the correct letter, A-F.

List of Researchers:
A. Bavelier and Green
B. Bandura
C. Sweller
D. Beckers and Schmidt
E. Lave and Wenger
F. McKinsey & Company

32. Developed cognitive load theory ___

33. Researched how computer anxiety affects working memory ___

34. Demonstrated that adults can achieve high proficiency in digital tools ___

35. Advanced situated learning theory ___

36. Researched self-efficacy and its predictive value ___

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 interference occurs when existing knowledge creates obstacles to learning new approaches?

38. What type of learning systems can adjust content based on individual performance?

39. What do organizations need to cultivate when supporting employees developing digital literacy?

40. Besides cognitive factors, what two other dimensions profoundly influence digital literacy development?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. B
4. C
5. C
6. TRUE
7. NOT GIVEN
8. TRUE
9. NOT GIVEN
10. information technologies
11. remote and hybrid
12. geographical disadvantages
13. virtual reality

PASSAGE 2: Questions 14-26

14. ii
15. iv
16. vi
17. v
18. i
19. YES
20. NOT GIVEN
21. NOT GIVEN
22. YES
23. NO
24. microlearning
25. digital champion
26. leadership commitment / organizational culture

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. B
32. C
33. D
34. A
35. E
36. B
37. proactive interference
38. adaptive learning systems
39. patience
40. sociocultural and affective / affective and sociocultural

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: digital literacy, requirement
• Vị trí trong bài: Đoạn 1, dòng 3-5
• Giải thích: Bài đọc nói rõ “has now become an essential prerequisite for employment across virtually all sectors” – đã trở thành điều kiện tiên quyết thiết yếu cho việc làm ở hầu hết các lĩnh vực. Đây là paraphrase của đáp án B “a basic requirement in most employment sectors”.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: younger workers, digital skills
• Vị trí trong bài: Đoạn 3, dòng 4-8
• Giải thích: Bài viết đề cập “this ‘digital native’ advantage can be overstated, as many young people possess strong social media skills but lack proficiency in workplace-specific applications”. Đây chính xác là nội dung của đáp án C.

Câu 3: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: companies invest, training
• Vị trí trong bài: Đoạn 4, dòng 1-2
• Giải thích: “investing in digital skills training is no longer optional but imperative for maintaining competitiveness” – không còn là tùy chọn mà là bắt buộc để duy trì khả năng cạnh tranh. “Imperative for maintaining competitiveness” được paraphrase thành “essential for remaining competitive”.

Câu 6: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Pew Research Center, differences, age groups
• Vị trí trong bài: Đoạn 3, dòng 1-3
• Giải thích: “Research conducted by the Pew Research Center in 2021 revealed significant disparities in digital literacy levels among different age groups” – hoàn toàn khớp với thông tin trong câu hỏi.

Câu 7: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: European companies, free training
• Vị trí trong bài: Đoạn 4
• Giải thích: Bài viết chỉ đề cập “Companies across Europe, North America, and Asia have allocated substantial budgets to upskilling programs” nhưng không nói tất cả công ty Châu Âu cung cấp đào tạo miễn phí.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: €350 billion, EU workforce
• Vị trí trong bài: Đoạn 5, dòng 3-4
• Giải thích: “A report by the European Commission estimated that improving digital skills across the EU workforce could add approximately €350 billion to the regional economy annually” – thông tin khớp chính xác.

Câu 10: information technologies

• Dạng câu hỏi: Sentence Completion
• Từ khóa: find, evaluate, utilize, share, create content
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: Định nghĩa digital literacy trong bài: “the ability to find, evaluate, utilize, share, and create content using information technologies and the internet”.

Câu 12: geographical disadvantages

• Dạng câu hỏi: Sentence Completion
• Từ khóa: rural areas, limited access
• Vị trí trong bài: Đoạn 8, dòng 2-3
• Giải thích: “Rural areas often have limited access to high-speed internet and digital training resources, creating geographical disadvantages”.

Passage 2 – Giải Thích

Câu 14: ii (Understanding what digital literacy really means)

• Dạng câu hỏi: Matching Headings
• Từ khóa: complexity, sophisticated array, competencies
• Vị trí trong bài: Paragraph A
• Giải thích: Đoạn A tập trung vào việc giải thích digital literacy là gì và độ phức tạp của nó: “Contemporary digital literacy encompasses a sophisticated array of capabilities”. Đây là đoạn định nghĩa và làm rõ khái niệm.

Câu 15: iv (Finding out what employees already know)

• Dạng câu hỏi: Matching Headings
• Từ khóa: skills audit, assessment methodologies, identify gaps
• Vị trí trong bài: Paragraph B
• Giải thích: Đoạn B nói về việc “conducting a comprehensive skills audit to identify existing capabilities and gaps” – đánh giá kỹ năng hiện có của nhân viên.

Câu 16: vi (New ways to teach digital skills)

• Dạng câu hỏi: Matching Headings
• Từ khóa: innovative training approaches, microlearning, digital learning platforms
• Vị trí trong bài: Paragraph C
• Giải thích: Đoạn C mô tả các phương pháp đào tạo mới: “moving beyond traditional classroom-based training”, “Microlearning”, “digital learning platforms”.

Câu 19: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: one-size-fits-all, ineffective
• Vị trí trong bài: Paragraph A, dòng 5-6
• Giải thích: “This complexity means that one-size-fits-all training approaches are often ineffective” – quan điểm của tác giả rõ ràng đồng ý với câu phát biểu.

Câu 22: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: cultural background, influence, technology
• Vị trí trong bài: Paragraph D, dòng 2-4
• Giải thích: “attitudes toward digital technology are shaped not only by age but also by prior professional experiences, educational background, and cultural context” – tác giả khẳng định cultural background ảnh hưởng đến cách tương tác với công nghệ.

Câu 23: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: focus only on technical training, not cultural change
• Vị trí trong bài: Paragraph F, dòng 4-6
• Giải thích: Tác giả nói “organizations that treat digital literacy as merely a technical training requirement, rather than a strategic cultural shift, often struggle” – phản bác quan điểm chỉ tập trung vào đào tạo kỹ thuật.

Câu 24: microlearning

• Dạng câu hỏi: Summary Completion
• Từ khóa: short segments, content delivery
• Vị trí trong bài: Paragraph C, dòng 2-3
• Giải thích: “Microlearning – the delivery of content in short, focused segments”.

Câu 25: digital champion

• Dạng câu hỏi: Summary Completion
• Từ khóa: skilled employees, help train colleagues
• Vị trí trong bài: Paragraph C, dòng 6-7
• Giải thích: “By creating ‘digital champion’ programs, where technologically proficient employees mentor their colleagues”.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: neuroplasticity, refers to
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: “neuroplasticity – the brain’s capacity to form new neural connections and reorganize existing pathways throughout the lifespan” – định nghĩa rõ ràng khớp với đáp án B.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: digital schema rigidity, describes
• Vị trí trong bài: Đoạn 2, dòng 8-10
• Giải thích: Khái niệm này được giải thích qua ví dụ về việc áp dụng “familiar analog problem-solving strategies to digital contexts where they are inappropriate or inefficient”.

Câu 30: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: cognitive load theory, optimized
• Vị trí trong bài: Đoạn 5, dòng 2-4
• Giải thích: “learning is optimized when instructional design minimizes extraneous cognitive load” – lý thuyết tải nhận thức nói rằng việc học được tối ưu hóa khi giảm thiểu tải nhận thức không cần thiết.

Câu 32: C (Sweller)

• Dạng câu hỏi: Matching Features
• Từ khóa: cognitive load theory
• Vị trí trong bài: Đoạn 5, dòng 2
• Giải thích: “Cognitive load theory, developed by Sweller and colleagues” – rõ ràng Sweller phát triển lý thuyết này.

Câu 33: D (Beckers and Schmidt)

• Dạng câu hỏi: Matching Features
• Từ khóa: computer anxiety, working memory
• Vị trí trong bài: Đoạn 7, dòng 3-4
• Giải thích: “Studies by Beckers and Schmidt (2020) have documented that computer anxiety and fear of failure can trigger stress responses that impair working memory”.

Câu 37: proactive interference

• Dạng câu hỏi: Short-answer
• Từ khóa: existing knowledge, obstacles, new approaches
• Vị trí trong bài: Đoạn 2, dòng 6-7
• Giải thích: “Adults learning digital skills often contend with proactive interference, where existing knowledge frameworks and established work practices create cognitive obstacles”.

Câu 38: adaptive learning systems

• Dạng câu hỏi: Short-answer
• Từ khóa: adjust content, individual performance
• Vị trí trong bài: Đoạn 8, dòng 6-7
• Giải thích: “individual differences… suggest that adaptive learning systems – which adjust content, pacing, and difficulty based on individual performance”.

Câu 40: sociocultural and affective

• Dạng câu hỏi: Short-answer
• Từ khóa: besides cognitive, dimensions, influence
• Vị trí trong bài: Đoạn 7, dòng 1
• Giải thích: “While cognitive factors are crucial, they operate within broader sociocultural and emotional contexts” – emotional được paraphrase thành affective trong bài.

Chương trình đào tạo kỹ năng số hiện đại cho nhân viên văn phòng với công nghệ và phương pháp học tập tiên tiến

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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
dramatic transformation	noun phrase	/drəˈmætɪk ˌtrænsfərˈmeɪʃən/	sự biến đổi mạnh mẽ	The modern workplace has undergone a dramatic transformation	undergo a dramatic transformation
essential prerequisite	noun phrase	/ɪˈsenʃəl ˌpriːˈrekwəzɪt/	điều kiện tiên quyết thiết yếu	has now become an essential prerequisite for employment	become an essential prerequisite
competence	noun	/ˈkɒmpɪtəns/	năng lực, khả năng	employers expect workers to demonstrate competence	demonstrate competence in
collaborative platforms	noun phrase	/kəˈlæbərətɪv ˈplætfɔːmz/	nền tảng cộng tác	communicate effectively through collaborative platforms	use collaborative platforms
demographic groups	noun phrase	/ˌdeməˈɡræfɪk ɡruːps/	nhóm nhân khẩu học	disparities among different demographic groups	across demographic groups
digital native	noun phrase	/ˈdɪdʒɪtl ˈneɪtɪv/	thế hệ bản địa số	this “digital native” advantage	digital native advantage
workplace-specific	adjective	/ˈwɜːkpleɪs spəˈsɪfɪk/	đặc thù cho nơi làm việc	lack proficiency in workplace-specific applications	workplace-specific applications
imperative	adjective	/ɪmˈperətɪv/	bắt buộc, cấp thiết	is no longer optional but imperative	strategically imperative
upskilling programs	noun phrase	/ˈʌpskɪlɪŋ ˈprəʊɡræmz/	chương trình nâng cao kỹ năng	allocated budgets to upskilling programs	invest in upskilling programs
emerging technologies	noun phrase	/ɪˈmɜːdʒɪŋ tekˈnɒlədʒiz/	công nghệ mới nổi	training in emerging technologies	adopt emerging technologies
embrace change	verb phrase	/ɪmˈbreɪs tʃeɪndʒ/	đón nhận thay đổi	more likely to embrace change	willing to embrace change
continuous learning	noun phrase	/kənˈtɪnjuəs ˈlɜːnɪŋ/	học tập liên tục	engage in continuous learning	commitment to continuous learning

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
peripheral concern	noun phrase	/pəˈrɪfərəl kənˈsɜːn/	mối quan tâm phụ	evolved from a peripheral concern	move from peripheral concern to priority
strategic priority	noun phrase	/strəˈtiːdʒɪk praɪˈɒrəti/	ưu tiên chiến lược	to a central strategic priority	become a strategic priority
comprehensive competencies	noun phrase	/ˌkɒmprɪˈhensɪv ˈkɒmpɪtənsiz/	năng lực toàn diện	equipped with comprehensive competencies	develop comprehensive competencies
sophisticated array	noun phrase	/səˈfɪstɪkeɪtɪd əˈreɪ/	hàng loạt phức tạp	encompasses a sophisticated array of capabilities	sophisticated array of skills
operational proficiency	noun phrase	/ˌɒpəˈreɪʃənl prəˈfɪʃənsi/	thành thạo vận hành	includes operational proficiency	demonstrate operational proficiency
cybersecurity awareness	noun phrase	/ˈsaɪbəsɪˌkjʊərəti əˈweənəs/	nhận thức an ninh mạng	competencies such as cybersecurity awareness	improve cybersecurity awareness
tailored development programs	noun phrase	/ˈteɪləd dɪˈveləpmənt ˈprəʊɡræmz/	chương trình phát triển riêng biệt	necessitating tailored development programs	design tailored development programs
skills audit	noun phrase	/skɪlz ˈɔːdɪt/	đánh giá kỹ năng	conducting a comprehensive skills audit	conduct a skills audit
middle management	noun phrase	/ˈmɪdl ˈmænɪdʒmənt/	quản lý cấp trung	middle management frequently represents a particular challenge	support middle management
leadership gap	noun phrase	/ˈliːdəʃɪp ɡæp/	khoảng trống lãnh đạo	This “leadership gap” can create bottlenecks	address the leadership gap
microlearning	noun	/ˈmaɪkrəʊˌlɜːnɪŋ/	vi học tập	Microlearning has gained particular traction	implement microlearning strategies
gamification elements	noun phrase	/ˌɡeɪmɪfɪˈkeɪʃən ˈelɪmənts/	yếu tố trò chơi hóa	platforms that offer gamification elements	incorporate gamification elements
peer-to-peer learning	noun phrase	/pɪə tə pɪə ˈlɜːnɪŋ/	học tập ngang hàng	Peer-to-peer learning represents another approach	facilitate peer-to-peer learning
digital champion	noun phrase	/ˈdɪdʒɪtl ˈtʃæmpiən/	người tiên phong kỹ thuật số	By creating “digital champion” programs	appoint digital champions
inclusive training environments	noun phrase	/ɪnˈkluːsɪv ˈtreɪnɪŋ ɪnˈvaɪrənmənts/	môi trường đào tạo toàn diện	creating inclusive training environments	foster inclusive training environments

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
neurocognitive	adjective	/ˌnjʊərəʊˈkɒɡnətɪv/	thần kinh nhận thức	The neurocognitive dimensions	neurocognitive research
cognitive psychology	noun phrase	/ˈkɒɡnətɪv saɪˈkɒlədʒi/	tâm lý học nhận thức	a fascinating nexus of cognitive psychology	principles of cognitive psychology
neuroplasticity	noun	/ˌnjʊərəʊplæˈstɪsəti/	tính dẻo thần kinh	the concept of neuroplasticity	brain neuroplasticity
technological anxiety	noun phrase	/ˌteknəˈlɒdʒɪkəl æŋˈzaɪəti/	lo lắng về công nghệ	may experience technological anxiety	overcome technological anxiety
cognitive resistance	noun phrase	/ˈkɒɡnətɪv rɪˈzɪstəns/	kháng cự nhận thức	cognitive resistance to new digital tools	reduce cognitive resistance
adaptive capacity	noun phrase	/əˈdæptɪv kəˈpæsəti/	khả năng thích ứng	adult brains retain substantial adaptive capacity	enhance adaptive capacity
cognitive load theory	noun phrase	/ˈkɒɡnətɪv ləʊd ˈθɪəri/	lý thuyết tải nhận thức	in accordance with cognitive load theory	apply cognitive load theory
spaced repetition	noun phrase	/speɪst ˌrepəˈtɪʃən/	lặp lại cách quãng	principles of spaced repetition	use spaced repetition
proactive interference	noun phrase	/ˌprəʊˈæktɪv ˌɪntəˈfɪərəns/	nhiễu chủ động	contend with proactive interference	minimize proactive interference
digital schema rigidity	noun phrase	/ˈdɪdʒɪtl ˈskiːmə rɪˈdʒɪdəti/	tính cứng nhắc về lược đồ số	termed “digital schema rigidity”	overcome digital schema rigidity
metacognitive awareness	noun phrase	/ˌmetəkɒɡnətɪv əˈweənəs/	nhận thức siêu nhận thức	Metacognitive awareness emerges as a critical factor	develop metacognitive awareness
self-efficacy	noun	/ˌself ˈefɪkəsi/	tự hiệu năng	the construct of self-efficacy	enhance self-efficacy
vicarious learning	noun phrase	/vɪˈkeəriəs ˈlɜːnɪŋ/	học tập gián tiếp	through vicarious learning from peer models	promote vicarious learning
cognitive architecture	noun phrase	/ˈkɒɡnətɪv ˈɑːkɪtektʃə/	kiến trúc nhận thức	interaction between human cognitive architecture	understand cognitive architecture
extraneous cognitive load	noun phrase	/ɪkˈstreɪniəs ˈkɒɡnətɪv ləʊd/	tải nhận thức ngoại vi	minimizes extraneous cognitive load	reduce extraneous cognitive load
automated cognitive routines	noun phrase	/ˈɔːtəmeɪtɪd ˈkɒɡnətɪv ruːˈtiːnz/	các quy trình nhận thức tự động hóa	development of automated cognitive routines	establish automated cognitive routines
deliberate practice	noun phrase	/dɪˈlɪbərət ˈpræktɪs/	luyện tập có chủ đích	typically requires deliberate practice	engage in deliberate practice
situated learning theory	noun phrase	/ˈsɪtʃueɪtɪd ˈlɜːnɪŋ ˈθɪəri/	lý thuyết học tập tình huống	Situated learning theory emphasizes	apply situated learning theory
communities of practice	noun phrase	/kəˈmjuːnətiz əv ˈpræktɪs/	cộng đồng thực hành	occurring within communities of practice	build communities of practice
psychological safety	noun phrase	/ˌsaɪkəˈlɒdʒɪkəl ˈseɪfti/	an toàn tâm lý	Environments characterized by psychological safety	create psychological safety
self-fulfilling prophecy	noun phrase	/ˌself fʊlˈfɪlɪŋ ˈprɒfəsi/	lời tiên tri tự ứng nghiệm	creating a self-fulfilling prophecy	avoid self-fulfilling prophecy
growth mindset	noun phrase	/ɡrəʊθ ˈmaɪndset/	tư duy phát triển	and growth mindset development	cultivate a growth mindset
long-term retention	noun phrase	/lɒŋ tɜːm rɪˈtenʃən/	ghi nhớ dài hạn	to enhance long-term retention	improve long-term retention
self-regulated learning	noun phrase	/self ˈreɡjuleɪtɪd ˈlɜːnɪŋ/	học tập tự điều chỉnh	develop self-regulated learning capabilities	promote self-regulated learning
adaptive learning systems	noun phrase	/əˈdæptɪv ˈlɜːnɪŋ ˈsɪstəmz/	hệ thống học tập thích ứng	that adaptive learning systems hold particular promise	implement adaptive learning systems
cognitive restructuring	noun phrase	/ˈkɒɡnətɪv ˌriːˈstrʌktʃərɪŋ/	tái cấu trúc nhận thức	involves fundamental cognitive restructuring	facilitate cognitive restructuring

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Kết Bài

Chủ đề Digital Literacy In The Modern Workplace không chỉ phản ánh xu hướng chuyển đổi số toàn cầu mà còn là một trong những topic xuất hiện thường xuyên trong IELTS Reading, đặc biệt ở các bộ đề gần đây. Đề thi mẫu này đã cung cấp cho bạn trải nghiệm học tập toàn diện với ba passages được thiết kế công phu từ dễ đến khó.

Passage 1 giới thiệu những khái niệm cơ bản về kỹ năng số tại nơi làm việc, phù hợp với học viên band 5.0-6.5 với ngôn ngữ dễ tiếp cận và cấu trúc câu đơn giản. Passage 2 đi sâu hơn vào các phương pháp đào tạo và thách thức trong việc thu hẹp khoảng cách kỹ năng số, yêu cầu khả năng đọc hiểu ở mức trung bình đến khá. Passage 3 mang tính học thuật cao với những kiến thức chuyên sâu về khía cạnh thần kinh – nhận thức của việc học kỹ năng số, thách thức ngay cả những học viên band 7.0-9.0.

Bộ 40 câu hỏi đa dạng với 7 dạng bài khác nhau không chỉ giúp bạn làm quen với format thi thật mà còn rèn luyện các kỹ năng đọc quan trọng như scanning, skimming, paraphrasing và suy luận. Phần đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin và kỹ thuật paraphrase sẽ giúp bạn hiểu rõ tại sao một đáp án đúng và học cách tư duy như một thí sinh band cao.

Hơn 40 từ vựng được tổng hợp trong ba bảng từ vựng không chỉ giúp bạn mở rộng vốn từ mà còn cung cấp collocations và cách sử dụng trong ngữ cảnh thực tế – điều vô cùng quan trọng cho cả phần Reading và Writing. Để hiểu sâu hơn về những vấn đề xã hội trong thời đại số, bạn có thể tham khảo thêm về social impacts of aging populations để thấy được mối liên hệ giữa công nghệ và các nhóm dân số khác nhau.

Hãy dành thời gian làm lại đề thi này nhiều lần, phân tích kỹ từng câu trả lời và ghi chú những điểm mà bạn còn chưa vững. Đây chính là phương pháp tự học hiệu quả nhất để cải thiện band điểm IELTS Reading. Chúc bạn ôn luyện thành công và đạt được mục tiêu trong kỳ thi IELTS sắp tới!