IELTS Reading: Sự Khác Biệt Văn Hóa Trong Phong Cách Học Tập – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về sự khác biệt văn hóa trong phong cách học tập và thành công của sinh viên là một trong những chủ đề phổ biến trong kỳ thi IELTS Reading. Đây là một chủ đề thuộc lĩnh vực giáo dục và xã hội học, thường xuyên xuất hiện trong các đề thi IELTS chính thức với nhiều góc độ tiếp cận khác nhau. Hiểu rõ về chủ đề này không chỉ giúp bạn làm tốt phần thi Reading mà còn cung cấp kiến thức hữu ích về văn hóa học tập toàn cầu.

Trong bài viết này, bạn sẽ được thực hành với một bộ đề thi IELTS Reading hoàn chỉnh gồm 3 passages với độ khó tăng dần từ Easy đến Hard, tổng cộng 40 câu hỏi đa dạng giống thi thật. Đặc biệt, bài viết cung cấp đáp án chi tiết kèm giải thích cụ thể, từ vựng quan trọng được phân tích kỹ lưỡng, và các kỹ thuật làm bài thực chiến. Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với format chuẩn Cambridge và rèn luyện khả năng đọc hiểu học thuật một cách bài bản.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test là một phần quan trọng trong kỳ thi IELTS Academic, yêu cầu thí sinh hoàn thành 40 câu hỏi trong vòng 60 phút. Bài thi bao gồm 3 passages với độ dài và độ khó tăng dần, kiểm tra khả năng đọc hiểu, phân tích và xử lý thông tin học thuật.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó Easy, band 5.0-6.5)
• Passage 2: 18-20 phút (độ khó Medium, band 6.0-7.5)
• Passage 3: 23-25 phút (độ khó Hard, band 7.0-9.0)

Lưu ý rằng không có thời gian bổ sung để chuyển đáp án sang answer sheet, vì vậy bạn cần quản lý thời gian cẩn thận và ghi đáp án trực tiếp trong quá trình làm bài.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không được đề cập
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Sentence Completion – Hoàn thành câu với thông tin từ bài đọc
5. Matching Headings – Nối tiêu đề với các đoạn văn
6. Summary Completion – Hoàn thành đoạn tóm tắt
7. Short-answer Questions – Trả lời câu hỏi ngắn

Một số chủ đề liên quan mà bạn có thể tìm hiểu thêm để mở rộng vốn kiến thức bao gồm Cultural diversity in the teaching of history and geography, giúp bạn hiểu rõ hơn về cách văn hóa ảnh hưởng đến giáo dục trong các môn học khác nhau.

IELTS Reading Practice Test

PASSAGE 1 – Learning Styles Across Cultures

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Education systems around the world vary significantly, and these variations are often rooted in cultural traditions and values. The way students learn and teachers instruct is profoundly influenced by cultural backgrounds, creating distinct learning styles that can be observed across different societies. Understanding these differences is crucial for educators working in multicultural environments and for international students adjusting to new educational settings.

In many Western countries, particularly in the United States and the United Kingdom, the educational approach tends to emphasize individual achievement and critical thinking. Students are encouraged to question authority, challenge ideas, and express personal opinions openly. Classroom discussions are interactive, with students expected to participate actively by raising questions and engaging in debates. This approach values creativity and independent thought, with teachers often acting as facilitators rather than authoritative figures.

Contrastingly, in many Asian countries such as China, Japan, and South Korea, the educational system traditionally places greater emphasis on collective harmony, respect for authority, and memorization. Students are expected to show deference to teachers and are less likely to interrupt lessons with questions or challenge established knowledge. The focus is often on mastering content through repetition and diligent practice. This pedagogical style reflects Confucian values that prioritize discipline, hard work, and respect for hierarchy.

The differences extend beyond classroom behavior to study habits and learning preferences. Western students often prefer collaborative group work where they can exchange ideas freely and learn from peers. They tend to value hands-on experiences and practical applications of theoretical knowledge. Assessment methods typically include essays, projects, and presentations that allow students to demonstrate creativity and analytical skills.

In contrast, many Asian students excel in environments that provide clear structure and defined expectations. They often prefer teacher-centered instruction where information is presented systematically and comprehensively. Standardized tests and examinations that measure factual knowledge and problem-solving abilities are common assessment tools. Students typically spend considerable time on homework and test preparation, reflecting a belief that success comes from sustained effort rather than innate ability.

However, it is important to avoid oversimplification and stereotyping. These are general trends rather than absolute rules, and there is considerable variation within cultures. Many Asian countries are now incorporating more student-centered approaches, recognizing the value of creativity and critical thinking in the modern economy. Similarly, Western educators increasingly acknowledge the benefits of structured learning and content mastery.

Research has shown that students who understand their own learning preferences and can adapt to different teaching styles tend to be more successful in diverse educational settings. For international students, cultural adjustment is often as important as language proficiency in determining academic success. Universities worldwide are developing programs to help students navigate these differences and develop flexible learning strategies.

The concept of cultural intelligence has become increasingly relevant in education. This refers to the ability to function effectively in culturally diverse situations and includes understanding how culture shapes learning behaviors and expectations. Teachers with high cultural intelligence can modify their teaching methods to accommodate diverse learners, creating more inclusive classrooms where all students have opportunities to succeed.

Moreover, technology is playing a transformative role in bridging cultural differences in education, as explored in How is technology transforming global education systems?. Digital learning platforms provide flexibility that allows students to learn at their own pace and in ways that suit their individual preferences. Online collaboration tools enable students from different cultural backgrounds to work together, learning from each other’s perspectives and approaches.

Học sinh đa văn hóa thảo luận nhóm trong lớp học quốc tế phản ánh sự khác biệt phong cách học tập

Questions 1-6

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

1. Western education systems encourage students to question teachers and express their own views.
2. All Asian students prefer to study alone rather than in groups.
3. Confucian values have influenced educational approaches in many Asian countries.
4. Western students perform better on standardized tests than Asian students.
5. Cultural adjustment is an important factor in the academic success of international students.
6. Technology can help reduce cultural differences in learning approaches.

Questions 7-10

Complete the sentences below.

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

7. In Western classrooms, teachers often act as __ rather than authoritative figures.
8. Many Asian students excel when provided with clear __ and defined expectations.
9. The ability to function effectively in culturally diverse situations is called __.
10. Students who can adapt to different teaching styles tend to succeed in __ educational settings.

Questions 11-13

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

11. According to the passage, what is emphasized in traditional Asian education?

    • A. Individual creativity and self-expression
    • B. Collective harmony and respect for authority
    • C. Interactive classroom discussions
    • D. Challenging established knowledge

12. What does the passage say about cultural learning differences?

    • A. They are absolute and unchanging
    • B. They are general trends with variations within cultures
    • C. They only exist between East and West
    • D. They are disappearing due to globalization

13. What role does technology play according to the passage?

    • A. It replaces traditional teaching methods
    • B. It makes cultural differences more pronounced
    • C. It provides flexibility for different learning preferences
    • D. It is only useful for Western students

---

PASSAGE 2 – The Impact of Cultural Background on Academic Performance

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The relationship between cultural background and academic achievement has been the subject of extensive research in educational psychology and cross-cultural studies. While early studies often attributed performance differences to cognitive abilities or innate intelligence, contemporary research emphasizes the role of cultural factors, including learning styles, motivational orientations, and educational values, in shaping student outcomes. This paradigm shift has profound implications for educational policy and pedagogical practice in increasingly multicultural societies.

One of the most well-documented cultural differences relates to achievement motivation. Western cultures, particularly those influenced by Protestant work ethic, tend to emphasize individual achievement and personal success as primary goals. Students are encouraged to pursue excellence for self-fulfillment and personal advancement. This individualistic orientation is reflected in competitive grading systems, individual assignments, and recognition programs that highlight personal accomplishments. The concept of self-efficacy, or belief in one’s ability to succeed through personal effort, is strongly promoted in these contexts.

Conversely, many collectivist cultures, particularly in Asia, the Middle East, and parts of Latin America, frame academic achievement within a broader social context. Success is often viewed as a way to honor one’s family, fulfill social obligations, and contribute to community well-being. Students from these backgrounds may be motivated less by personal ambition and more by familial expectations and social responsibility. This collective orientation can lead to different coping strategies when facing academic challenges; while Western students might seek individual solutions or request personal accommodations, students from collectivist cultures may draw on family support or prioritize group harmony over personal needs.

The concept of intelligence itself is culturally constructed. Western educational systems typically privilege analytical thinking, abstract reasoning, and verbal articulation, skills that are measured by standardized IQ tests and academic assessments. However, research by cultural psychologists suggests that intelligence is defined and valued differently across cultures. Some societies place greater emphasis on practical wisdom, social intelligence, emotional maturity, or spiritual understanding. Students whose cognitive strengths align with culturally valued forms of intelligence may experience greater academic confidence and engagement, while those whose abilities are less recognized by conventional assessment methods may be systematically disadvantaged.

Communication styles also vary significantly across cultures and can impact classroom performance. In many Western contexts, direct communication, assertiveness, and self-promotion are valued and often rewarded academically. Students who can articulate ideas clearly, defend positions persuasively, and present themselves confidently tend to receive positive evaluations. However, these behaviors may be considered inappropriate or disrespectful in cultures that value modesty, indirect communication, and social harmony. Students from such backgrounds may possess deep knowledge and sophisticated understanding but struggle to demonstrate these qualities in ways recognized by teachers unfamiliar with their cultural communication norms.

The role of parental involvement in education also reflects cultural variations. Research has consistently shown that parental engagement correlates positively with student achievement, but the forms this engagement takes differ across cultures. Western educators typically encourage direct parental participation in schools through parent-teacher conferences, volunteer activities, and home-school communication. However, families from some cultural backgrounds may view formal education as the exclusive domain of professionals and consider direct involvement as inappropriate interference. These families may support education through high expectations, provision of resources, and creation of conducive home environments without visible presence in schools, leading educators to misinterpret their commitment to education.

Stereotype threat presents another mechanism through which culture affects performance. When students are aware of negative stereotypes about their cultural or ethnic group’s academic abilities, this awareness can impair performance through increased anxiety and reduced working memory capacity. Research has documented this phenomenon among various groups, including African American students in the United States, immigrant populations in Europe, and minority language speakers in various contexts. The effect is particularly pronounced on challenging tasks and in evaluative situations, potentially creating self-fulfilling prophecies that perpetuate achievement gaps.

Understanding these dynamics is essential for educators working in diverse settings, including those teaching subjects like Cultural differences in approaches to science education, where cultural variations in learning approaches become particularly evident. Culturally responsive pedagogy seeks to bridge these gaps by recognizing and valuing diverse learning styles, incorporating multiple perspectives into curriculum content, and creating inclusive assessment practices. This approach requires teachers to develop cultural competence, engage in critical self-reflection about their own cultural assumptions, and actively learn about their students’ backgrounds and experiences.

Furthermore, institutional factors play a crucial role. Schools and universities that acknowledge cultural diversity as an asset rather than a deficit tend to foster better outcomes for all students. This involves diversifying faculty, revising curriculum to include multiple cultural perspectives, providing language support for non-native speakers, and creating safe spaces where students can maintain cultural identities while acquiring new competencies. Such systemic changes go beyond individual accommodation to transform educational environments into truly inclusive spaces.

Sinh viên quốc tế từ nhiều nền văn hóa khác nhau học tập cùng nhau tại thư viện đại học

Questions 14-18

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

14. What does contemporary research emphasize regarding academic performance differences?

    • A. Cognitive abilities are the primary factor
    • B. Cultural factors play a significant role
    • C. Innate intelligence determines success
    • D. All students learn in the same way

15. According to the passage, how do collectivist cultures view academic achievement?

    • A. As a means of personal advancement
    • B. As a way to compete with others
    • C. As fulfilling social obligations and honoring family
    • D. As less important than social activities

16. What does the passage suggest about intelligence?

    • A. It is universally defined and measured
    • B. It is only about analytical thinking
    • C. It is culturally constructed and valued differently
    • D. It cannot be measured accurately

17. What is stereotype threat?

    • A. Awareness of negative stereotypes that impairs performance
    • B. A teaching method used in diverse classrooms
    • C. A positive motivational technique
    • D. A type of cultural communication style

18. What does culturally responsive pedagogy aim to do?

    • A. Make all students learn the same way
    • B. Eliminate cultural differences
    • C. Recognize and value diverse learning styles
    • D. Focus only on Western educational methods

Questions 19-23

Complete the summary below.

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

Cultural background significantly influences academic performance through various mechanisms. Western cultures emphasize (19) __ and personal success, while collectivist cultures focus on family honor and (20) __. The definition of intelligence varies across cultures, with Western systems favoring (21) __ and abstract reasoning. Communication styles also differ, with Western contexts valuing (22) __ and assertiveness, while other cultures prefer modesty and indirect communication. Schools that treat cultural diversity as an (23) __ rather than a deficit tend to achieve better outcomes for all students.

Questions 24-26

Do the following statements agree with the information given in the passage?

Write:

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

24. All forms of parental involvement in education are identical across cultures.
25. Stereotype threat affects performance particularly on challenging tasks.
26. Most teachers have sufficient training in cultural competence.

---

PASSAGE 3 – Neuroscience, Culture, and Learning: Emerging Perspectives

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The intersection of neuroscience, cultural psychology, and educational research has yielded profound insights into how cultural experiences shape neural development and cognitive processing, with significant implications for understanding learning variability across populations. Recent advances in neuroimaging technologies, particularly functional magnetic resonance imaging (fMRI) and electroencephalography (EEG), have enabled researchers to examine brain activity patterns associated with various cognitive tasks, revealing that culture modulates neural mechanisms underlying learning, memory, and problem-solving in ways previously unanticipated by traditional cognitive theories.

Foundational studies in cultural neuroscience have demonstrated that individuals from Eastern and Western societies exhibit differential patterns of neural activation when processing identical stimuli. In a seminal study by Hedden and colleagues, researchers observed that when making relative versus absolute judgments about visual stimuli, East Asian participants showed greater neural activity in attention networks during absolute judgments, while Western participants showed enhanced activity during relative judgments. This finding suggests that culturally preferred modes of perceptual processing—holistic versus analytic—are not merely behavioral preferences but are instantiated at the neural level, reflecting plasticity in how the brain organizes perceptual information based on cultural experience.

The implications for education are substantial. If neural processing differs systematically across cultural groups, then pedagogical approaches that are optimally effective for one population may be suboptimal for another. For instance, analytic problem-solving strategies, which involve decomposing complex problems into constituent elements and addressing each sequentially, may align well with neural processing patterns prevalent in Western cultures. Conversely, holistic approaches that emphasize contextual relationships and pattern recognition may better leverage the cognitive strengths of learners from East Asian backgrounds. This suggests that truly effective education in multicultural contexts requires not simply cultural sensitivity but fundamental reconceptualization of pedagogical methods to accommodate neurocognitive diversity.

Working memory, a crucial component of learning capacity, also shows cultural variation in its deployment and efficiency. Research indicates that language structure influences working memory performance, with tonal languages such as Mandarin Chinese engaging different neural pathways compared to non-tonal languages like English. Studies have shown that native speakers of tonal languages demonstrate enhanced pitch processing abilities and stronger connections between auditory cortex and language areas, potentially providing advantages in certain musical and linguistic tasks while potentially complicating tasks that rely on phonological loops structured for non-tonal languages.

Furthermore, numerical cognition, fundamental to mathematical learning, is culturally mediated at both behavioral and neural levels. The structure of number words in languages varies considerably; Asian languages like Chinese, Japanese, and Korean feature highly regular and transparent number systems where number words directly reflect their numerical magnitude (e.g., eleven is literally “ten-one”). Research has demonstrated that children learning such languages typically acquire numerical concepts more rapidly and show different patterns of neural activation during arithmetic tasks compared to children learning languages with irregular number systems, such as English, where number words often bear little transparent relationship to their numerical value.

These findings intersect compellingly with observations about international differences in mathematical achievement. While multiple factors contribute to the superior mathematical performance often observed among East Asian students, linguistic structure represents one neurobiologically-grounded mechanism that may confer genuine advantages in numerical processing efficiency. However, it is crucial to emphasize that such advantages are domain-specific and do not constitute evidence of general cognitive superiority; rather, they illustrate how cultural-linguistic environments shape specialized competencies through neural plasticity mechanisms.

Metacognitive strategies—the self-regulatory processes by which learners monitor and control their own cognitive activities—also demonstrate cultural variation with neural correlates. Western educational systems typically emphasize explicit metacognitive instruction, encouraging students to consciously plan, monitor, and evaluate their learning processes. Research using neuroimaging has shown that such explicit metacognitive engagement activates prefrontal cortical regions associated with executive control. However, some educational traditions, particularly those influenced by Buddhist pedagogical philosophies, emphasize mindful awareness rather than analytical self-monitoring, potentially engaging different neural networks that support implicit metacognitive processing through attention regulation rather than executive control.

The phenomenon of neuroplasticity—the brain’s capacity to reorganize itself by forming new neural connections throughout life—is central to understanding how cultural learning experiences shape cognition. Extensive research has documented that intensive learning experiences produce measurable changes in brain structure and function. For example, studies of London taxi drivers revealed enlarged hippocampi due to extensive spatial navigation demands; similar principles apply to cultural learning. Individuals immersed in different cultural-educational environments develop distinct neural architectures that optimize processing for culturally relevant information and skills.

This recognition has transformative implications for understanding international student experiences. When students transition between educational systems rooted in different cultural paradigms, they are not merely learning new content or adapting to different classroom norms; they are potentially reconfiguring neural networks developed through years of culturally-specific learning experiences. This process requires time and can be cognitively demanding, potentially explaining why international students often experience initial performance difficulties that gradually resolve as neural adaptation occurs. Supporting such students effectively requires recognition that adaptation involves neurobiological change, not merely behavioral adjustment.

The emerging field of educational neuroscience faces important methodological and interpretive challenges. Neuroimaging studies are expensive, typically involve small sample sizes, and the interpretation of brain activation patterns remains complex and sometimes controversial. Moreover, there is risk of neuroreductionism—the fallacy of assuming that identifying neural correlates of cultural differences provides complete explanations, thereby minimizing the importance of social, political, and economic contexts that profoundly influence educational outcomes. Brain-based findings should complement rather than replace other levels of analysis in understanding the multifaceted relationships between culture, learning, and achievement.

Many educators are now exploring ways to integrate these insights, similar to approaches used in How international students adapt to different cultural environments, recognizing that successful adaptation involves both psychological and neurobiological dimensions. Progressive educational institutions are beginning to incorporate insights from cultural neuroscience into curriculum design and pedagogical training. This includes developing flexible instructional approaches that provide multiple pathways to learning objectives, accommodating diverse neural processing styles. It also involves creating assessment systems that recognize various forms of cognitive competence rather than privileging particular processing modes that may advantage certain cultural groups while disadvantaging others.

Hình ảnh kỹ thuật quét não fMRI nghiên cứu hoạt động não bộ liên quan đến văn hóa và học tập

Questions 27-31

Complete the notes below.

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

Cultural Neuroscience and Learning

Recent research shows culture affects (27) __ and cognitive processing. Studies reveal Eastern and Western individuals show different (28) __ when processing the same stimuli.

Key Findings:

• Cultural preferences for holistic versus analytic processing are evident at the (29) __
• Language structure influences (30) __, with tonal languages engaging different neural pathways
• Asian languages have (31) __ that help children acquire numerical concepts faster

Questions 32-35

Do the following statements agree with the claims of the writer in the passage?

Write:

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

32. Cultural differences in neural processing mean that teaching methods effective for one cultural group may not work as well for another.
33. Students from East Asian backgrounds always perform better in mathematics than Western students.
34. International students experience initial difficulties partly because they are reconfiguring neural networks developed through previous cultural learning.
35. Educational neuroscience has completely solved the problems of teaching diverse student populations.

Questions 36-40

Answer the questions below.

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

36. What technology has enabled researchers to examine brain activity patterns during cognitive tasks?
37. What type of memory is described as a crucial component of learning capacity that shows cultural variation?
38. What term describes the brain’s capacity to reorganize itself by forming new connections throughout life?
39. What type of approaches does the passage suggest might better suit learners from East Asian backgrounds?
40. What fallacy involves assuming that neural correlates provide complete explanations while minimizing social contexts?

---

Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. NOT GIVEN
3. TRUE
4. NOT GIVEN
5. TRUE
6. TRUE
7. facilitators
8. structure
9. cultural intelligence
10. diverse
11. B
12. B
13. C

PASSAGE 2: Questions 14-26

14. B
15. C
16. C
17. A
18. C
19. individual achievement
20. social responsibility
21. analytical thinking
22. direct communication
23. asset
24. NO
25. YES
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. neural development
28. neural activation patterns / patterns of neural activation
29. neural level
30. working memory (performance)
31. regular number systems / transparent number systems
32. YES
33. NO
34. YES
35. NO
36. fMRI and EEG / neuroimaging technologies
37. Working memory
38. neuroplasticity
39. holistic approaches
40. neuroreductionism

---

Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western education systems, encourage students, question teachers, express views
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài đọc nói rõ “Students are encouraged to question authority, challenge ideas, and express personal opinions openly” – khớp hoàn toàn với thông tin trong câu hỏi. Đây là paraphrase trực tiếp.

Câu 2: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: All Asian students, prefer study alone, rather than groups
• Vị trí trong bài: Không có thông tin cụ thể
• Giải thích: Bài đọc đề cập đến việc Asian students thích “clear structure” và “teacher-centered instruction” nhưng không có thông tin về việc họ thích học một mình hay nhóm. Từ “all” cũng là dấu hiệu cảnh báo.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Confucian values, influenced educational approaches, Asian countries
• Vị trí trong bài: Đoạn 3, dòng 5-6
• Giải thích: “This pedagogical style reflects Confucian values that prioritize discipline, hard work, and respect for hierarchy” – khẳng định trực tiếp ảnh hưởng của giá trị Nho giáo.

Câu 7: facilitators

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Western classrooms, teachers act as
• Vị trí trong bài: Đoạn 2, dòng cuối
• Giải thích: “teachers often acting as facilitators rather than authoritative figures” – từ “facilitators” là đáp án chính xác, đúng ngữ pháp và ý nghĩa.

Câu 11: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: traditional Asian education, emphasizes
• Vị trí trong bài: Đoạn 3
• Giải thích: Đoạn 3 mô tả “collective harmony, respect for authority, and memorization” là những đặc điểm của giáo dục châu Á truyền thống, khớp với đáp án B.

Passage 2 – Giải Thích

Câu 14: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: contemporary research, academic performance differences
• Vị trí trong bài: Đoạn 1, câu 2
• Giải thích: “contemporary research emphasizes the role of cultural factors” – đáp án B là paraphrase chính xác của thông tin này.

Câu 15: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: collectivist cultures, view academic achievement
• Vị trí trong bài: Đoạn 3, câu 2
• Giải thích: “Success is often viewed as a way to honor one’s family, fulfill social obligations, and contribute to community well-being” – khớp hoàn toàn với đáp án C.

Câu 17: A

• Dạng câu hỏi: Multiple Choice
• Từ khóa: stereotype threat
• Vị trí trong bài: Đoạn 7, câu 1-2
• Giải thích: “When students are aware of negative stereotypes about their cultural or ethnic group’s academic abilities, this awareness can impair performance” – định nghĩa chính xác của stereotype threat.

Câu 19: individual achievement

• Dạng câu hỏi: Summary Completion
• Từ khóa: Western cultures emphasize
• Vị trí trong bài: Đoạn 2, câu 2
• Giải thích: “Western cultures… tend to emphasize individual achievement and personal success” – cụm từ “individual achievement” xuất hiện nguyên văn.

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: All forms, parental involvement, identical across cultures
• Vị trí trong bài: Đoạn 6
• Giải thích: Đoạn văn chỉ rõ “the forms this engagement takes differ across cultures” – mâu thuẫn trực tiếp với câu khẳng định rằng chúng giống nhau.

Passage 3 – Giải Thích

Câu 27: neural development

• Dạng câu hỏi: Note Completion
• Từ khóa: culture affects
• Vị trí trong bài: Đoạn 1, câu 1
• Giải thích: “cultural experiences shape neural development and cognitive processing” – “neural development” là đáp án chính xác theo yêu cầu không quá 3 từ.

Câu 32: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: teaching methods effective, one cultural group, may not work, another
• Vị trí trong bài: Đoạn 3, câu 2
• Giải thích: “pedagogical approaches that are optimally effective for one population may be suboptimal for another” – tác giả đồng ý rõ ràng với nhận định này.

Câu 33: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: East Asian students, always perform better, mathematics
• Vị trí trong bài: Đoạn 6
• Giải thích: Bài đọc nói về “superior mathematical performance often observed” nhưng cũng nhấn mạnh “multiple factors contribute” và đây chỉ là “domain-specific advantages”, không phải luôn luôn tốt hơn. Từ “always” khiến câu này sai.

Câu 38: neuroplasticity

• Dạng câu hỏi: Short-answer Question
• Từ khóa: brain’s capacity, reorganize, forming new connections
• Vị trí trong bài: Đoạn 8, câu 1
• Giải thích: “neuroplasticity—the brain’s capacity to reorganize itself by forming new neural connections throughout life” – định nghĩa chính xác được đưa ra trong bài.

Câu 40: neuroreductionism

• Dạng câu hỏi: Short-answer Question
• Từ khóa: fallacy, neural correlates, complete explanations, minimizing social contexts
• Vị trí trong bài: Đoạn 10, câu 3-4
• Giải thích: “there is risk of neuroreductionism—the fallacy of assuming that identifying neural correlates of cultural differences provides complete explanations, thereby minimizing the importance of social, political, and economic contexts” – thuật ngữ được định nghĩa rõ ràng.

---

Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
variations	n	/ˌveəriˈeɪʃənz/	sự thay đổi, biến thể	“Education systems around the world vary significantly, and these variations are often rooted in cultural traditions”	cultural variations, significant variations
profoundly	adv	/prəˈfaʊndli/	sâu sắc, mạnh mẽ	“The way students learn is profoundly influenced by cultural backgrounds”	profoundly influenced, profoundly affected
critical thinking	n	/ˈkrɪtɪkəl ˈθɪŋkɪŋ/	tư duy phê phán	“the educational approach tends to emphasize individual achievement and critical thinking”	develop critical thinking, promote critical thinking
deference	n	/ˈdefərəns/	sự tôn trọng, kính nể	“Students are expected to show deference to teachers”	show deference to, pay deference to
pedagogical	adj	/ˌpedəˈɡɒdʒɪkəl/	thuộc về sư phạm	“This pedagogical style reflects Confucian values”	pedagogical approach, pedagogical methods
collaborative	adj	/kəˈlæbərətɪv/	hợp tác	“Western students often prefer collaborative group work”	collaborative learning, collaborative work
hands-on	adj	/hændz ɒn/	thực hành, thực tế	“They tend to value hands-on experiences”	hands-on experience, hands-on learning
standardized	adj	/ˈstændədaɪzd/	được chuẩn hóa	“Standardized tests and examinations that measure factual knowledge”	standardized tests, standardized assessment
oversimplification	n	/ˌəʊvəsɪmplɪfɪˈkeɪʃən/	sự đơn giản hóa quá mức	“However, it is important to avoid oversimplification and stereotyping”	avoid oversimplification
cultural intelligence	n	/ˈkʌltʃərəl ɪnˈtelɪdʒəns/	trí tuệ văn hóa	“The concept of cultural intelligence has become increasingly relevant”	develop cultural intelligence, high cultural intelligence
accommodate	v	/əˈkɒmədeɪt/	thích nghi, điều chỉnh cho phù hợp	“Teachers can modify their teaching methods to accommodate diverse learners”	accommodate needs, accommodate differences
inclusive	adj	/ɪnˈkluːsɪv/	bao hàm, hòa nhập	“creating more inclusive classrooms where all students have opportunities”	inclusive environment, inclusive education

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
attributed	v	/əˈtrɪbjuːtɪd/	quy cho, cho là do	“early studies often attributed performance differences to cognitive abilities”	attributed to, be attributed to
paradigm shift	n	/ˈpærədaɪm ʃɪft/	sự chuyển đổi mô hình tư duy	“This paradigm shift has profound implications for educational policy”	major paradigm shift, paradigm shift in
achievement motivation	n	/əˈtʃiːvmənt ˌməʊtɪˈveɪʃən/	động lực thành tích	“One of the most well-documented cultural differences relates to achievement motivation”	high achievement motivation
self-efficacy	n	/self ˈefɪkəsi/	hiệu năng bản thân	“The concept of self-efficacy, or belief in one’s ability to succeed”	develop self-efficacy, strong self-efficacy
collectivist	adj	/kəˈlektɪvɪst/	tập thể chủ nghĩa	“many collectivist cultures frame academic achievement within a broader social context”	collectivist culture, collectivist society
social responsibility	n	/ˈsəʊʃəl rɪˌspɒnsəˈbɪləti/	trách nhiệm xã hội	“Students may be motivated by social responsibility”	sense of social responsibility
privilege	v	/ˈprɪvəlɪdʒ/	ưu tiên, đặt lên hàng đầu	“Western educational systems typically privilege analytical thinking”	privilege certain skills
articulate	v	/ɑːˈtɪkjuleɪt/	diễn đạt rõ ràng	“Students who can articulate ideas clearly tend to receive positive evaluations”	articulate ideas, clearly articulate
correlates positively	v phrase	/ˈkɒrəleɪts ˈpɒzətɪvli/	tương quan dương	“parental engagement correlates positively with student achievement”	correlate positively with
stereotype threat	n	/ˈsteriətaɪp θret/	đe dọa định kiến	“Stereotype threat presents another mechanism through which culture affects performance”	experience stereotype threat
self-fulfilling prophecies	n	/self fʊlˈfɪlɪŋ ˈprɒfəsiz/	lời tiên tri tự ứng nghiệm	“potentially creating self-fulfilling prophecies that perpetuate achievement gaps”	become self-fulfilling prophecies
culturally responsive	adj	/ˈkʌltʃərəli rɪˈspɒnsɪv/	phản hồi văn hóa	“Culturally responsive pedagogy seeks to bridge these gaps”	culturally responsive teaching
cultural competence	n	/ˈkʌltʃərəl ˈkɒmpɪtəns/	năng lực văn hóa	“This approach requires teachers to develop cultural competence”	develop cultural competence
systemic changes	n	/sɪˈstemɪk ˈtʃeɪndʒɪz/	thay đổi có hệ thống	“Such systemic changes go beyond individual accommodation”	implement systemic changes
inclusive spaces	n	/ɪnˈkluːsɪv ˈspeɪsɪz/	không gian hòa nhập	“transform educational environments into truly inclusive spaces”	create inclusive spaces

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
neuroimaging	n	/ˌnjʊərəʊˈɪmɪdʒɪŋ/	kỹ thuật hình ảnh thần kinh	“Recent advances in neuroimaging technologies”	neuroimaging techniques, neuroimaging studies
modulates	v	/ˈmɒdjuleɪts/	điều chế, điều hòa	“culture modulates neural mechanisms underlying learning”	modulate neural activity
differential patterns	n	/ˌdɪfəˈrenʃəl ˈpætənz/	các mô hình khác biệt	“exhibit differential patterns of neural activation”	show differential patterns
instantiated	v	/ˈɪnstənʃieɪtɪd/	được hiện thực hóa	“culturally preferred modes are instantiated at the neural level”	be instantiated in
neuroplasticity	n	/ˌnjʊərəʊplæˈstɪsəti/	tính dẻo thần kinh	“reflecting plasticity in how the brain organizes information”	neural plasticity, brain plasticity
analytic	adj	/ˌænəˈlɪtɪk/	phân tích	“analytic problem-solving strategies”	analytic thinking, analytic approach
holistic	adj	/həʊˈlɪstɪk/	toàn diện	“holistic approaches that emphasize contextual relationships”	holistic view, holistic perspective
neurocognitive	adj	/ˌnjʊərəʊˈkɒɡnətɪv/	thuộc về thần kinh nhận thức	“to accommodate neurocognitive diversity”	neurocognitive processes, neurocognitive development
tonal languages	n	/ˈtəʊnəl ˈlæŋɡwɪdʒɪz/	ngôn ngữ thanh điệu	“tonal languages such as Mandarin Chinese”	speakers of tonal languages
phonological loops	n	/ˌfɒnəˈlɒdʒɪkəl luːps/	vòng lặp ngữ âm	“potentially complicating tasks that rely on phonological loops”	phonological loop system
numerical cognition	n	/njuːˈmerɪkəl kɒɡˈnɪʃən/	nhận thức số học	“numerical cognition is culturally mediated”	numerical cognition abilities
transparent	adj	/trænsˈpærənt/	minh bạch, rõ ràng	“highly regular and transparent number systems”	transparent structure
domain-specific	adj	/dəʊˈmeɪn spəˈsɪfɪk/	đặc thù theo lĩnh vực	“such advantages are domain-specific”	domain-specific knowledge
metacognitive	adj	/ˌmetəˈkɒɡnətɪv/	siêu nhận thức	“Metacognitive strategies demonstrate cultural variation”	metacognitive skills, metacognitive awareness
executive control	n	/ɪɡˈzekjətɪv kənˈtrəʊl/	kiểm soát điều hành	“activates prefrontal cortical regions associated with executive control”	executive control functions
neuroreductionism	n	/ˌnjʊərəʊrɪˈdʌkʃənɪzəm/	chủ nghĩa quy giản thần kinh	“there is risk of neuroreductionism”	avoid neuroreductionism
neural correlates	n	/ˈnjʊərəl ˈkɒrəleɪts/	tương quan thần kinh	“identifying neural correlates of cultural differences”	neural correlates of behavior
reconfiguring	v	/ˌriːkənˈfɪɡə/	cấu hình lại	“they are potentially reconfiguring neural networks”	reconfigure systems

---

Kết Bài

Chủ đề về sự khác biệt văn hóa trong phong cách học tập và thành công của sinh viên là một trong những chủ đề quan trọng và thường xuyên xuất hiện trong kỳ thi IELTS Reading. Qua bài thi mẫu này, bạn đã được thực hành với ba passages có độ khó tăng dần, từ Easy đến Medium và Hard, phản ánh chính xác cấu trúc của đề thi IELTS thực tế.

Ba passages đã cung cấp cho bạn cái nhìn toàn diện về chủ đề này, từ những khái niệm cơ bản về sự khác biệt trong phong cách học tập giữa các nền văn hóa, đến những phân tích sâu về động lực thành tích và vai trò của yếu tố văn hóa trong kết quả học tập, và cuối cùng là những nghiên cứu tiên tiến về thần kinh học văn hóa. Việc thực hành với 40 câu hỏi đa dạng dạng từ Multiple Choice, True/False/Not Given, Matching, đến Summary Completion và Short-answer Questions sẽ giúp bạn làm quen với mọi dạng câu hỏi có thể xuất hiện trong kỳ thi thực tế.

Đáp án chi tiết kèm theo giải thích cụ thể về vị trí thông tin, cách paraphrase, và lý do tại sao đáp án đúng sẽ giúp bạn tự đánh giá năng lực hiện tại và xác định những điểm cần cải thiện. Đặc biệt, phần từ vựng được tổng hợp theo từng passage với phiên âm, nghĩa tiếng Việt, ví dụ từ bài và collocation sẽ là tài liệu quý giá để bạn mở rộng vốn từ vựng học thuật, một yếu tố then chốt để đạt band điểm cao trong IELTS Reading.

Hãy lưu ý rằng việc làm bài thực hành thường xuyên với các đề thi mẫu chất lượng cao như thế này là chìa khóa để cải thiện kỹ năng đọc hiểu và quản lý thời gian hiệu quả. Ngoài ra, việc hiểu rõ về các chủ đề liên quan như vai trò của thể thao trong giáo dục đa văn hóa tại Cultural influences on student participation in sports education cũng sẽ giúp bạn có thêm kiến thức nền tảng cho phần thi Reading. Chúc bạn đạt được band điểm mục tiêu trong kỳ thi IELTS sắp tới!