Chủ đề về ảnh hưởng của văn hóa đến động lực và sự tham gia học tập của học sinh là một trong những chủ đề phổ biến trong IELTS Reading, xuất hiện với tần suất cao trong các kỳ thi thực tế. Đề thi này được thiết kế dựa trên cấu trúc chuẩn IELTS Academic Reading, bao gồm ba passages với độ khó tăng dần từ Easy đến Hard.
Qua bài thi mẫu này, bạn sẽ được trải nghiệm một đề thi hoàn chỉnh với 40 câu hỏi đa dạng, bao gồm các dạng câu hỏi thường gặp như Multiple Choice, True/False/Not Given, Matching Information, và Summary Completion. Mỗi passage được xây dựng với độ dài và độ phức tạp tương ứng với các mức band điểm từ 5.0 đến 9.0. Đáp án chi tiết kèm giải thích cụ thể sẽ giúp bạn hiểu rõ cách tiếp cận từng dạng câu hỏi và phát triển kỹ năng làm bài một cách bài bản.
Bài viết này phù hợp cho học viên có trình độ từ band 5.0 trở lên, đặc biệt hữu ích cho những ai đang trong giai đoạn ôn tập cường độ cao và cần làm quen với format thi thực tế. Hãy đọc kỹ hướng dẫn và thực hành trong điều kiện giống như thi thật để đạt hiệu quả tốt nhất.
Hướng dẫn làm bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test kéo dài trong 60 phút với 3 passages và tổng cộng 40 câu hỏi. Đây là bài thi đòi hỏi khả năng quản lý thời gian tốt và kỹ năng đọc hiểu đa dạng. Bạn cần đọc khoảng 2500-2750 từ và trả lời các câu hỏi với nhiều dạng khác nhau.
Phân bổ thời gian khuyến nghị cho đề thi này:
- 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 bạn cần tự chuyển đáp án sang Answer Sheet trong thời gian 60 phút này, không có thêm thời gian riêng như phần Listening.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Câu hỏi trắc nghiệm
- True/False/Not Given – Xác định thông tin đúng, sai hoặc không được đề cập
- Matching Information – Ghép thông tin với đoạn văn
- Yes/No/Not Given – Xác định quan điểm tác giả
- Matching Headings – Ghép tiêu đề với đoạn văn
- Summary Completion – Hoàn thiện đoạn tóm tắt
- Short-answer Questions – Câu hỏi trả lời ngắn
Mỗi dạng câu hỏi đòi hỏi một chiến lược làm bài khác nhau, vì vậy hãy đọc kỹ instructions trước khi bắt đầu.
IELTS Reading Practice Test
PASSAGE 1 – The Cultural Roots of Student Motivation
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
Education systems around the world face a common challenge: how to motivate students and encourage them to engage actively in their learning. However, research has increasingly shown that what motivates students and how they engage with their studies can vary significantly depending on their cultural background. Understanding these cultural influences is becoming essential for educators working in diverse classrooms.
In Western cultures, particularly in countries like the United States, Canada, and the United Kingdom, educational approaches typically emphasize individual achievement and personal goals. Students are encouraged to express their opinions freely, challenge their teachers’ ideas, and develop their own unique perspectives. This individualistic approach assumes that students will be motivated by personal success, recognition, and the opportunity to stand out from their peers. Classroom activities often include debates, presentations, and projects where students can showcase their individual talents and creativity.
By contrast, many Eastern cultures, including those in China, Japan, and South Korea, place greater emphasis on collective harmony and group achievement. In these educational contexts, students are often motivated by the desire to bring honor to their families and contribute to their community’s success. The concept of “saving face” – avoiding embarrassment for oneself or one’s group – plays a significant role in student behavior and engagement. Students from these backgrounds may be less likely to volunteer answers in class or openly disagree with teachers, not because they lack knowledge or opinions, but because doing so might disrupt group harmony or show disrespect.
These cultural differences extend to how students respond to feedback and assessment. Western students typically expect and value direct, individual feedback that highlights their specific strengths and areas for improvement. They may view constructive criticism as helpful guidance for personal development. However, students from more collectivist cultures might find direct criticism uncomfortable or even shameful, particularly if given publicly. For them, indirect feedback that preserves dignity and focuses on group progress rather than individual shortcomings may be more effective and motivating.
Family expectations also play a crucial role in shaping student motivation across different cultures. In many Asian and Middle Eastern cultures, education is viewed as a pathway to secure the family’s future prosperity and social status. Parents often make significant sacrifices to ensure their children receive quality education, and students feel a strong sense of obligation to succeed academically to honor these sacrifices. This extrinsic motivation – driven by external factors like family expectations – can be extremely powerful, though it differs from the intrinsic motivation that Western educational psychology often promotes.
The role of teacher authority varies considerably across cultures as well. In cultures with high power distance – a term used to describe societies where hierarchical relationships are strongly maintained – teachers are viewed as unquestionable authorities who deserve respect and obedience. Students from these backgrounds may struggle in educational environments that encourage them to question authority or participate in casual discussions with instructors. Conversely, students from low power distance cultures, where more egalitarian relationships are the norm, might find traditional, lecture-based teaching methods too passive and disengaging.
Understanding these cultural variations has important implications for educators. Research suggests that when teachers recognize and accommodate different cultural approaches to learning, student engagement and achievement improve significantly. This doesn’t mean abandoning educational goals or standards, but rather finding multiple pathways to help all students succeed. For instance, while maintaining opportunities for individual expression, teachers might also incorporate collaborative projects that appeal to students from collectivist backgrounds. Similarly, providing both public recognition and private feedback options can address the different comfort levels students have with attention and criticism.
As classrooms become increasingly multicultural, the ability to bridge these cultural differences in motivation and engagement becomes not just helpful but essential. Educators who develop cultural competence – the ability to understand, appreciate, and effectively work with people from different cultural backgrounds – are better equipped to create inclusive learning environments where all students can thrive.
Questions 1-5
Choose the correct letter, A, B, C or D.
-
According to the passage, Western educational systems typically encourage students to:
A. Follow traditional teaching methods
B. Work primarily in groups
C. Express individual opinions freely
D. Avoid challenging teachers’ ideas -
The concept of “saving face” in Eastern cultures relates to:
A. Personal recognition and awards
B. Avoiding embarrassment for oneself or one’s group
C. Individual academic achievement
D. Competing with classmates -
Students from collectivist cultures may prefer feedback that is:
A. Given publicly in front of classmates
B. Focused only on weaknesses
C. Direct and highly critical
D. Indirect and preserving dignity -
In cultures with high power distance, teachers are typically viewed as:
A. Equals who facilitate discussion
B. Unquestionable authorities
C. Learning partners
D. Casual mentors -
According to the passage, cultural competence helps teachers to:
A. Eliminate all cultural differences
B. Focus only on Western teaching methods
C. Create inclusive learning environments
D. Reduce educational standards
Questions 6-10
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
-
All students, regardless of culture, are motivated by the same factors.
-
Family expectations influence student motivation more strongly in some cultures than others.
-
Western students always prefer group work to individual assignments.
-
Teachers with cultural competence can help improve student engagement.
-
Most schools now provide mandatory cultural competence training for teachers.
Questions 11-13
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
-
In Western cultures, students are often motivated by personal success and the opportunity for __.
-
Students from Eastern cultures may be motivated by bringing honor to their __ and community.
-
Educational environments that encourage questioning authority may be difficult for students from cultures with high __.
Ảnh hưởng của văn hóa đến động lực học tập của học sinh trong lớp học đa quốc gia
PASSAGE 2 – Bridging Cultural Gaps in Educational Engagement
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The globalization of education has created unprecedented opportunities for cross-cultural learning, but it has also exposed fundamental challenges in how students from different backgrounds perceive and approach their studies. Educational researchers have identified several key dimensions along which cultural differences in student motivation and engagement manifest themselves, and understanding these dimensions has become critical for developing effective pedagogical strategies in multicultural classrooms.
One particularly significant dimension is the distinction between mastery-oriented and performance-oriented motivational frameworks. Students from cultures that emphasize continuous improvement and long-term development – such as many East Asian societies – typically exhibit a mastery-oriented approach. They focus on deepening their understanding, persist through difficulties, and view challenges as opportunities for growth. These students often demonstrate remarkable resilience when facing academic setbacks, interpreting failure not as a reflection of fixed ability but as an indication that more effort is required. This perspective aligns with the concept of “growth mindset” that has gained prominence in educational psychology.
Conversely, students from cultures that place high value on competitive achievement and relative performance may develop more performance-oriented motivations. For these students, the primary goal often becomes demonstrating competence relative to peers rather than achieving absolute mastery of content. While this can drive high achievement, it may also create anxiety about making mistakes publicly and reluctance to attempt tasks where success is uncertain. Research by Carol Dweck and colleagues has shown that performance-oriented students may actually disengage from learning when they encounter difficulties, as such situations threaten their self-image as competent individuals.
The temporal dimension of motivation presents another crucial cultural variation. Western educational systems typically emphasize immediate engagement and short-term goal setting, with regular assessments and frequent feedback cycles. This approach reflects broader cultural values around instant gratification and measurable progress. However, students from cultures with more long-term orientations – a characteristic common in many Asian and Middle Eastern societies – may be more motivated by distant goals and willing to endure present difficulties for future rewards. These students might not respond as enthusiastically to strategies designed to make learning immediately fun or relevant, instead drawing motivation from the anticipated consequences of education years or even decades in the future.
Educational anthropologist Jin Li has conducted extensive research comparing Chinese and American conceptions of learning, revealing profound differences in what students believe learning actually entails. In her studies, Chinese students consistently emphasized virtues such as diligence, perseverance, concentration, and humility as central to the learning process. They viewed seeking knowledge as a moral endeavor tied to self-improvement and social contribution. American students, by contrast, more frequently emphasized cognitive processes, individual thinking, and the practical application of knowledge. These divergent conceptions influence not only what motivates students but also what types of engagement they view as legitimate and valuable.
The role of emotional expression in learning contexts varies dramatically across cultures and significantly impacts engagement patterns. In many Western educational settings, students are encouraged to express enthusiasm, excitement, and even frustration openly. Teachers often interpret such emotional displays as indicators of engagement and investment in learning. However, students from cultures that value emotional restraint – such as many East Asian and Nordic societies – may engage deeply with material while displaying little outward emotion. These students might be misjudged as disengaged or uninterested when they are actually highly focused and motivated. Similarly, the appropriateness of humor, casual interactions, and informal discussion varies across cultures, affecting how students participate in classroom discourse.
Communication styles represent another critical area where cultural differences impact engagement. Students from high-context cultures – where much meaning is conveyed through implicit cues, relationships, and shared understanding – may struggle in educational environments that require explicit, direct communication. They might wait for teachers to notice their confusion rather than asking direct questions, or they may express disagreement so subtly that instructors miss it entirely. Conversely, students from low-context cultures, accustomed to direct and explicit communication, might inadvertently offend or confuse peers and teachers from high-context backgrounds with their straightforwardness.
Recent research has explored how technology might help bridge some of these cultural gaps. Digital learning platforms can offer multiple modes of engagement, allowing students to participate in ways that align with their cultural comfort levels. For instance, online discussion forums might enable students who are reluctant to speak in class to contribute thoughtfully in writing. Asynchronous learning opportunities can accommodate different temporal orientations and allow students to engage with material at their own pace. However, researchers caution that technology is not culturally neutral; the design of educational technology itself often reflects the cultural assumptions of its creators, typically Western values around individual autonomy and active participation.
The implications of these cultural variations extend beyond individual classroom interactions to institutional policies and practices. Assessment systems, grading criteria, student support services, and even physical classroom design all embody cultural assumptions about what constitutes appropriate learning and engagement. As institutions serve increasingly diverse student populations, many are undertaking comprehensive reviews of these systems to identify and address cultural biases that may inadvertently disadvantage certain groups of students.
Looking forward, experts argue that the goal should not be to create a single, culturally neutral approach to education – an impossible task given that all educational practices emerge from cultural contexts. Instead, they advocate for developing “culturally responsive pedagogy” that recognizes and values diverse approaches to motivation and engagement. This means creating learning environments flexible enough to accommodate different cultural styles while also helping students develop the cross-cultural competence they will need in an increasingly interconnected world. Tương tự như design thinking in entrepreneurship education, phương pháp này đòi hỏi sự sáng tạo và linh hoạt trong cách tiếp cận giáo dục.
Questions 14-18
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
-
Students with a mastery-oriented approach view failure as evidence of insufficient effort rather than lack of ability.
-
Performance-oriented motivation always leads to lower academic achievement than mastery-oriented motivation.
-
Western educational systems typically focus on long-term goals more than Asian systems.
-
Chinese students generally view learning as connected to moral development and social contribution.
-
All educational technology is designed with Western cultural assumptions.
Questions 19-23
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Cultural differences significantly affect how students engage with education. Students from cultures emphasizing continuous improvement often show (19) __ when facing academic challenges. In contrast, those focused on competitive achievement may experience (20) __ about making public mistakes. Additionally, students from cultures with (21) __ are more willing to accept present difficulties for future benefits. Research by Jin Li revealed that Chinese students emphasize (22) __ such as diligence and perseverance, while American students focus more on cognitive processes. Furthermore, students from cultures valuing (23) __ may appear disengaged despite being highly motivated.
Questions 24-26
Match each description with the correct type of culture.
Write the correct letter, A or B.
A. High-context cultures
B. Low-context cultures
-
Students communicate meaning through implicit cues and shared understanding ____
-
Students express themselves directly and explicitly ____
-
Students might wait for teachers to notice their confusion rather than asking direct questions ____
Chiến lược giảng dạy đáp ứng đa dạng văn hóa trong môi trường học tập hiện đại
PASSAGE 3 – Theoretical Frameworks and Empirical Evidence for Cultural Influences on Academic Motivation
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The burgeoning field of cross-cultural educational psychology has yielded substantial empirical evidence that challenges universalist assumptions underlying many established motivational theories. Classical frameworks such as Maslow’s hierarchy of needs, Deci and Ryan’s self-determination theory, and Bandura’s social cognitive theory were predominantly developed and validated within Western, Educated, Industrialized, Rich, and Democratic (WEIRD) populations – a limitation that has prompted scholars to question their applicability across diverse cultural contexts. This theoretical reexamination has profound implications not only for academic understanding but also for the design and implementation of educational interventions in increasingly globalized learning environments.
Self-determination theory (SDT), arguably the most influential contemporary framework for understanding motivation, posits that human beings have three innate psychological needs: autonomy, competence, and relatedness. The theory suggests that satisfaction of these needs promotes intrinsic motivation and psychological well-being, while their frustration leads to amotivation and psychological distress. Extensive research in Western contexts has supported these propositions, demonstrating robust correlations between need satisfaction and various positive outcomes. However, the cross-cultural validity of SDT, particularly regarding the autonomy component, has been subject to considerable debate.
The construct of autonomy, as conceptualized in SDT, emphasizes personal choice, volition, and acting according to one’s authentic self – values deeply rooted in Western individualistic ideologies. Critics have argued that this conceptualization may not resonate equally across cultures that prioritize interdependence, social obligation, and role-based behavior. Iyengar and Lepper’s seminal research illustrated this tension: they found that while American children showed greater intrinsic motivation when making personal choices, Asian-American children demonstrated higher motivation when choices were made by trusted authority figures or in-group members. This finding suggests that what constitutes “autonomy” may itself be culturally constructed, with individuals from collectivistic cultures potentially experiencing volition and self-concordance through harmonious alignment with group preferences rather than independent choice.
Subsequent research has attempted to reconcile these findings with SDT by distinguishing between individual autonomy and relational autonomy. Relational autonomy refers to making volitional choices that consider and integrate the needs and expectations of significant others – a form of self-determination that may be more congruent with collectivistic values. Empirical studies examining this refined conceptualization have yielded mixed results. Some research suggests that need satisfaction predicts well-being and academic engagement across cultures but that the sources and expressions of need satisfaction vary systematically. For instance, Japanese students may experience autonomy satisfaction not through independent decision-making but through successfully fulfilling role obligations and maintaining interpersonal harmony.
Achievement goal theory provides another lens through which cultural influences on motivation can be examined. This framework traditionally distinguished between mastery goals (focused on developing competence and understanding) and performance goals (focused on demonstrating competence relative to others), with mastery goals generally associated with more adaptive outcomes. However, cross-cultural research has revealed that the relationships between goal orientations and outcomes are moderated by cultural context. In cultures with strong normative achievement pressures and high-stakes examinations – common features in many East Asian educational systems – performance goals may be both prevalent and adaptive, correlating positively with effort, persistence, and achievement.
Moreover, researchers have identified additional achievement goals that appear more salient in certain cultural contexts. Social goal orientations, including social development goals (aimed at improving social competence) and social demonstration goals (aimed at demonstrating social competence), may be particularly important in cultures emphasizing social interdependence. Similarly, moral goal orientations – pursuing learning as a means of becoming a better person and contributing to society – align with Confucian educational traditions and may represent a distinct motivational pathway not adequately captured in Western-derived frameworks.
The attribution patterns students develop for explaining their academic successes and failures also demonstrate significant cultural variation with important motivational consequences. Attribution theory suggests that the causal explanations individuals construct for outcomes influence their subsequent motivation and behavior. Western students typically exhibit a self-serving bias, attributing successes to internal, stable factors (like ability) and failures to external, unstable factors (like bad luck or insufficient effort). This pattern is thought to protect self-esteem and maintain motivation in the face of setbacks.
In contrast, research in East Asian contexts has documented a self-effacing bias, where students attribute successes to external factors (like teacher quality or easy tasks) and failures to internal factors (like insufficient effort or ability). While seemingly maladaptive from a Western perspective focused on self-esteem maintenance, this attribution pattern may serve important functions in collectivistic cultures. It demonstrates humility, acknowledges the contributions of others, maintains social harmony, and – crucially – locates the cause of failure in controllable factors (effort) that can be modified through increased diligence, thus maintaining motivation through different psychological mechanisms.
The stereotype threat phenomenon provides compelling evidence of how cultural context and social identity intersect to influence motivation and performance. Steele and Aronson’s foundational research demonstrated that African American students performed worse on standardized tests when the tests were framed as diagnostic of intellectual ability – a framing that activated negative stereotypes about their group. Subsequent research has extended these findings across numerous cultural groups and domains, revealing that the salience of cultural identity can either enhance or impair motivation and performance depending on the stereotypical associations linked to one’s group in particular domains.
Recent neurobiological research using functional magnetic resonance imaging (fMRI) has begun to uncover the neural correlates of culturally-shaped motivational processes. Studies have shown that the brain regions activated during reward processing and decision-making differ systematically between individuals from individualistic and collectivistic cultures. For instance, when making choices, Western participants show greater activation in regions associated with internal preference generation, while East Asian participants show greater activation in regions associated with considering others’ perspectives. These findings suggest that culture influences not only conscious motivational processes but also the fundamental neural architecture underlying motivation and engagement.
The practical implications of this research are substantial. Educational interventions designed to enhance motivation – such as goal-setting programs, autonomy-supportive teaching, and ability-focused feedback – may need significant adaptation when applied across cultural contexts. Rather than seeking universal “best practices,” educators and policymakers must develop culturally responsive approaches that align with students’ existing motivational frameworks while also potentially helping students develop motivational flexibility – the capacity to draw upon different motivational resources depending on situational demands. Điều này có điểm tương đồng với how personalized learning environments improve student outcomes khi xem xét việc cá nhân hóa theo bối cảnh văn hóa.
Furthermore, as migration and international education create increasingly diverse student populations, understanding how individuals navigate between multiple cultural frameworks becomes critical. Bicultural or multicultural individuals may possess hybrid motivational profiles that strategically draw upon different cultural resources. Research on cultural frame-switching suggests that these individuals can activate different motivational orientations depending on contextual cues, demonstrating a form of motivational code-switching analogous to linguistic code-switching. Understanding and supporting this motivational complexity represents a frontier for both research and practice in cross-cultural educational contexts.
Questions 27-31
Choose the correct letter, A, B, C or D.
-
According to the passage, classical motivational theories were primarily:
A. Tested across diverse cultural populations
B. Developed and validated within WEIRD populations
C. Based on research in Asian countries
D. Designed specifically for multicultural classrooms -
The concept of autonomy in self-determination theory emphasizes:
A. Following group decisions
B. Maintaining social harmony
C. Personal choice and volition
D. Role-based behavior -
Iyengar and Lepper’s research found that Asian-American children showed higher motivation when:
A. Making completely independent choices
B. Working alone on tasks
C. Choices were made by trusted authority figures
D. Given unlimited options -
In cultures with high-stakes examinations, performance goals may be:
A. Always maladaptive
B. Both prevalent and adaptive
C. Completely absent
D. Less important than in Western cultures -
The self-effacing bias observed in East Asian students involves:
A. Attributing successes to internal factors
B. Attributing failures to external factors
C. Attributing successes to external factors
D. Never accepting responsibility for outcomes
Questions 32-36
Complete the table below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
| Motivational Aspect | Western Context | East Asian Context |
|---|---|---|
| Attribution for success | Internal, stable factors (ability) | (32) __ (teacher quality, easy tasks) |
| Attribution for failure | External, unstable factors | (33) __ (effort or ability) |
| Purpose of attribution pattern | Protect (34) __ | Demonstrate humility, maintain social harmony |
| Source of autonomy | Independent decision-making | Fulfilling (35) __ and maintaining harmony |
| Achievement goal emphasis | (36) __ (developing understanding) | Performance goals may be adaptive |
Questions 37-40
Answer the questions below.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.
-
What type of research has revealed neural differences in reward processing between cultures?
-
What psychological phenomenon can either enhance or impair performance when cultural identity becomes salient?
-
What term describes individuals who can activate different motivational orientations depending on contextual cues?
-
What type of motivational capacity allows students to draw upon different motivational resources depending on situations?
Các lý thuyết động lực học tập trong bối cảnh đa văn hóa và nghiên cứu thực nghiệm
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- C
- B
- D
- B
- C
- FALSE
- TRUE
- NOT GIVEN
- TRUE
- NOT GIVEN
- recognition
- families
- power distance
PASSAGE 2: Questions 14-26
- YES
- NOT GIVEN
- NO
- YES
- NO
- resilience
- anxiety
- long-term orientations
- virtues
- emotional restraint
- A
- B
- A
PASSAGE 3: Questions 27-40
- B
- C
- C
- B
- C
- External factors
- Internal factors
- self-esteem
- role obligations
- Mastery goals
- Neurobiological research / fMRI
- Stereotype threat
- Cultural frame-switching
- Motivational flexibility
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Western educational systems, encourage students
- Vị trí trong bài: Đoạn 2, dòng 1-4
- Giải thích: Bài đọc nói rõ “Students are encouraged to express their opinions freely, challenge their teachers’ ideas, and develop their own unique perspectives.” Đây là paraphrase trực tiếp của đáp án C. Các đáp án khác trái ngược với thông tin trong bài.
Câu 2: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: “saving face”, Eastern cultures
- Vị trí trong bài: Đoạn 3, dòng 3-5
- Giải thích: Bài viết định nghĩa rõ ràng: “The concept of ‘saving face’ – avoiding embarrassment for oneself or one’s group”. Đây là định nghĩa trực tiếp khớp với đáp án B.
Câu 6: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: all students, same factors
- Vị trí trong bài: Đoạn 1 và xuyên suốt bài
- Giải thích: Toàn bộ bài văn thảo luận về sự khác biệt trong động lực của học sinh từ các nền văn hóa khác nhau, điều này mâu thuẫn trực tiếp với nhận định “tất cả học sinh được thúc đẩy bởi các yếu tố giống nhau”.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: family expectations, influence, some cultures
- Vị trí trong bài: Đoạn 5
- Giải thích: Đoạn 5 nói rõ: “In many Asian and Middle Eastern cultures, education is viewed as a pathway to secure the family’s future prosperity” và “students feel a strong sense of obligation to succeed academically”, chỉ ra rằng kỳ vọng gia đình có ảnh hưởng mạnh mẽ hơn trong một số nền văn hóa.
Câu 11: recognition
- Dạng câu hỏi: Sentence Completion
- Từ khóa: Western cultures, personal success, opportunity
- Vị trí trong bài: Đoạn 2, dòng 4-6
- Giải thích: Câu gốc trong bài: “students will be motivated by personal success, recognition, and the opportunity to stand out from their peers.” Từ “recognition” phù hợp hoàn hảo với ngữ cảnh câu hỏi.
Passage 2 – Giải Thích
Câu 14: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: mastery-oriented, failure, insufficient effort
- Vị trí trong bài: Đoạn 2, dòng 4-7
- Giải thích: Bài viết nói: “interpreting failure not as a reflection of fixed ability but as an indication that more effort is required.” Đây là paraphrase chính xác của nhận định trong câu hỏi.
Câu 16: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: Western educational systems, long-term goals, Asian systems
- Vị trí trong bài: Đoạn 4
- Giải thích: Bài viết nói rõ: “Western educational systems typically emphasize immediate engagement and short-term goal setting” trong khi “students from cultures with more long-term orientations – a characteristic common in many Asian and Middle Eastern societies”. Điều này mâu thuẫn trực tiếp với nhận định trong câu hỏi.
Câu 17: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: Chinese students, learning, moral development
- Vị trí trong bài: Đoạn 5, dòng 2-5
- Giải thích: Bài viết trích dẫn nghiên cứu của Jin Li: “Chinese students consistently emphasized virtues such as diligence, perseverance, concentration, and humility” và “They viewed seeking knowledge as a moral endeavor tied to self-improvement and social contribution.”
Câu 19: resilience
- Dạng câu hỏi: Summary Completion
- Từ khóa: continuous improvement, academic challenges
- Vị trí trong bài: Đoạn 2
- Giải thích: Bài viết nói: “These students often demonstrate remarkable resilience when facing academic setbacks.” Từ “resilience” là từ khóa chính mô tả cách học sinh phản ứng với thách thức.
Câu 24-26: A, B, A
- Dạng câu hỏi: Matching
- Vị trí trong bài: Đoạn 7
- Giải thích:
- Câu 24 (A): “high-context cultures – where much meaning is conveyed through implicit cues, relationships, and shared understanding”
- Câu 25 (B): “students from low-context cultures, accustomed to direct and explicit communication”
- Câu 26 (A): “They might wait for teachers to notice their confusion rather than asking direct questions” mô tả hành vi của học sinh từ high-context cultures
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: classical motivational theories, primarily
- Vị trí trong bài: Đoạn 1, dòng 2-4
- Giải thích: Bài viết nói rõ: “were predominantly developed and validated within Western, Educated, Industrialized, Rich, and Democratic (WEIRD) populations.” Đây chính là đáp án B.
Câu 29: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Iyengar and Lepper, Asian-American children, motivation
- Vị trí trong bài: Đoạn 3, dòng 5-8
- Giải thích: “Asian-American children demonstrated higher motivation when choices were made by trusted authority figures or in-group members.” Đây là paraphrase trực tiếp của đáp án C.
Câu 32-36:
- Dạng câu hỏi: Table Completion
- Vị trí trong bài: Đoạn 7 và các đoạn trước
- Giải thích:
- Câu 32: “attributing successes to external factors (like teacher quality or easy tasks)”
- Câu 33: “failures to internal factors (like insufficient effort or ability)”
- Câu 34: “protect self-esteem”
- Câu 35: “successfully fulfilling role obligations”
- Câu 36: Bài viết đối chiếu mastery goals với performance goals trong Western context
Câu 37: Neurobiological research / fMRI
- Dạng câu hỏi: Short-answer
- Từ khóa: research, neural differences, reward processing
- Vị trí trong bài: Đoạn 9, dòng 1-2
- Giải thích: “Recent neurobiological research using functional magnetic resonance imaging (fMRI) has begun to uncover the neural correlates…” Cả hai cụm từ đều chấp nhận được.
Câu 38: Stereotype threat
- Dạng câu hỏi: Short-answer
- Từ khóa: enhance or impair, cultural identity, salient
- Vị trí trong bài: Đoạn 8
- Giải thích: Bài viết nói rõ về “stereotype threat phenomenon” và “the salience of cultural identity can either enhance or impair motivation and performance.”
Câu 40: Motivational flexibility
- Dạng câu hỏi: Short-answer
- Từ khóa: capacity, different motivational resources, situations
- Vị trí trong bài: Đoạn 10, dòng 4-7
- Giải thích: “helping students develop motivational flexibility – the capacity to draw upon different motivational resources depending on situational demands.”
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| motivate | v | /ˈməʊtɪveɪt/ | thúc đẩy, động viên | how to motivate students | highly motivated, strongly motivate |
| engage actively | v phrase | /ɪnˈɡeɪdʒ ˈæktɪvli/ | tham gia tích cực | encourage them to engage actively | actively engage in, engage actively with |
| cultural background | n phrase | /ˈkʌltʃərəl ˈbækɡraʊnd/ | bối cảnh văn hóa | depending on their cultural background | diverse cultural background |
| individual achievement | n phrase | /ˌɪndɪˈvɪdʒuəl əˈtʃiːvmənt/ | thành tích cá nhân | emphasize individual achievement | recognize individual achievement |
| collective harmony | n phrase | /kəˈlektɪv ˈhɑːməni/ | sự hòa hợp tập thể | place greater emphasis on collective harmony | maintain collective harmony |
| saving face | n phrase | /ˈseɪvɪŋ feɪs/ | giữ thể diện | concept of “saving face” | concerned with saving face |
| extrinsic motivation | n phrase | /eksˈtrɪnsɪk ˌməʊtɪˈveɪʃn/ | động lực bên ngoài | This extrinsic motivation | driven by extrinsic motivation |
| intrinsic motivation | n phrase | /ɪnˈtrɪnsɪk ˌməʊtɪˈveɪʃn/ | động lực nội tại | intrinsic motivation that Western educational psychology promotes | foster intrinsic motivation |
| power distance | n phrase | /ˈpaʊə ˈdɪstəns/ | khoảng cách quyền lực | cultures with high power distance | high/low power distance |
| egalitarian | adj | /ɪˌɡælɪˈteəriən/ | bình đẳng | more egalitarian relationships | egalitarian society/values |
| accommodate | v | /əˈkɒmədeɪt/ | điều chỉnh, thích nghi | recognize and accommodate different cultural approaches | accommodate needs/differences |
| cultural competence | n phrase | /ˈkʌltʃərəl ˈkɒmpɪtəns/ | năng lực văn hóa | develop cultural competence | demonstrate cultural competence |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| pedagogical strategies | n phrase | /ˌpedəˈɡɒdʒɪkl ˈstrætədʒiz/ | chiến lược sư phạm | developing effective pedagogical strategies | implement pedagogical strategies |
| mastery-oriented | adj | /ˈmɑːstəri ˈɔːriəntɪd/ | hướng đến thành thạo | mastery-oriented motivational frameworks | mastery-oriented approach/goals |
| performance-oriented | adj | /pəˈfɔːməns ˈɔːriəntɪd/ | hướng đến thành tích | performance-oriented motivations | performance-oriented culture |
| resilience | n | /rɪˈzɪliəns/ | khả năng phục hồi | demonstrate remarkable resilience | build/develop resilience |
| growth mindset | n phrase | /ɡrəʊθ ˈmaɪndset/ | tư duy phát triển | concept of “growth mindset” | cultivate a growth mindset |
| disengage | v | /ˌdɪsɪnˈɡeɪdʒ/ | ngừng tham gia | may actually disengage from learning | disengage from activities |
| long-term orientation | n phrase | /ˌlɒŋ tɜːm ˌɔːriənˈteɪʃn/ | định hướng dài hạn | cultures with more long-term orientations | demonstrate long-term orientation |
| anticipated consequences | n phrase | /ænˈtɪsɪpeɪtɪd ˈkɒnsɪkwənsɪz/ | hậu quả dự đoán | drawing motivation from the anticipated consequences | consider anticipated consequences |
| emotional restraint | n phrase | /ɪˈməʊʃənl rɪˈstreɪnt/ | kiềm chế cảm xúc | cultures that value emotional restraint | exercise emotional restraint |
| misjudged | v | /ˌmɪsˈdʒʌdʒd/ | đánh giá sai | might be misjudged as disengaged | easily misjudged |
| high-context cultures | n phrase | /haɪ ˈkɒntekst ˈkʌltʃəz/ | văn hóa ngữ cảnh cao | Students from high-context cultures | characteristic of high-context cultures |
| low-context cultures | n phrase | /ləʊ ˈkɒntekst ˈkʌltʃəz/ | văn hóa ngữ cảnh thấp | students from low-context cultures | typical of low-context cultures |
| asynchronous learning | n phrase | /eɪˈsɪŋkrənəs ˈlɜːnɪŋ/ | học bất đồng bộ | Asynchronous learning opportunities | benefits of asynchronous learning |
| cultural biases | n phrase | /ˈkʌltʃərəl ˈbaɪəsɪz/ | thiên kiến văn hóa | identify and address cultural biases | unconscious cultural biases |
| culturally responsive pedagogy | n phrase | /ˈkʌltʃərəli rɪˈspɒnsɪv ˈpedəɡɒdʒi/ | sư phạm đáp ứng văn hóa | developing “culturally responsive pedagogy” | implement culturally responsive pedagogy |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| burgeoning field | n phrase | /ˈbɜːdʒənɪŋ fiːld/ | lĩnh vực đang phát triển | burgeoning field of cross-cultural educational psychology | emerging/burgeoning field |
| universalist assumptions | n phrase | /ˌjuːnɪˈvɜːsəlɪst əˈsʌmpʃnz/ | giả định phổ quát | challenges universalist assumptions | based on universalist assumptions |
| applicability | n | /əˌplɪkəˈbɪləti/ | tính ứng dụng | question their applicability | examine applicability |
| self-determination theory | n phrase | /self dɪˌtɜːmɪˈneɪʃn ˈθɪəri/ | lý thuyết tự quyết định | Self-determination theory (SDT) | principles of self-determination theory |
| innate psychological needs | n phrase | /ɪˈneɪt ˌsaɪkəˈlɒdʒɪkl niːdz/ | nhu cầu tâm lý bẩm sinh | three innate psychological needs | fulfill innate psychological needs |
| intrinsic motivation | n phrase | /ɪnˈtrɪnsɪk ˌməʊtɪˈveɪʃn/ | động lực nội tại | promotes intrinsic motivation | enhance intrinsic motivation |
| volition | n | /və(ʊ)ˈlɪʃn/ | ý chí tự do | personal choice, volition | act of one’s own volition |
| individualistic ideologies | n phrase | /ˌɪndɪˌvɪdʒuəˈlɪstɪk ˌaɪdiˈɒlədʒiz/ | hệ tư tưởng cá nhân | rooted in Western individualistic ideologies | reflect individualistic ideologies |
| interdependence | n | /ˌɪntədɪˈpendəns/ | sự phụ thuộc lẫn nhau | prioritize interdependence | social interdependence |
| collectivistic cultures | n phrase | /kəˌlektɪˈvɪstɪk ˈkʌltʃəz/ | văn hóa tập thể | individuals from collectivistic cultures | characteristics of collectivistic cultures |
| harmonious alignment | n phrase | /hɑːˈməʊniəs əˈlaɪnmənt/ | sự thống nhất hài hòa | through harmonious alignment with group preferences | achieve harmonious alignment |
| congruent | adj | /ˈkɒŋɡruənt/ | phù hợp, tương thích | more congruent with collectivistic values | congruent with beliefs/values |
| moderated by | v phrase | /ˈmɒdəreɪtɪd baɪ/ | được điều chỉnh bởi | are moderated by cultural context | effects moderated by factors |
| normative achievement pressures | n phrase | /ˈnɔːmətɪv əˈtʃiːvmənt ˈpreʃəz/ | áp lực thành tích theo chuẩn mực | strong normative achievement pressures | face normative achievement pressures |
| self-serving bias | n phrase | /self ˈsɜːvɪŋ ˈbaɪəs/ | thiên kiến tự phục vụ | exhibit a self-serving bias | demonstrate self-serving bias |
| self-effacing bias | n phrase | /self ɪˈfeɪsɪŋ ˈbaɪəs/ | thiên kiến tự hạ thấp | documented a self-effacing bias | characteristic self-effacing bias |
| stereotype threat | n phrase | /ˈsteriətaɪp θret/ | mối đe dọa khuôn mẫu | stereotype threat phenomenon | experience stereotype threat |
| neurobiological research | n phrase | /ˌnjʊərəʊˌbaɪəˈlɒdʒɪkl rɪˈsɜːtʃ/ | nghiên cứu thần kinh sinh học | Recent neurobiological research | advances in neurobiological research |
| motivational flexibility | n phrase | /ˌməʊtɪˈveɪʃənl ˌfleksəˈbɪləti/ | sự linh hoạt động lực | develop motivational flexibility | demonstrate motivational flexibility |
Kết bài
Chủ đề về ảnh hưởng văn hóa đến động lực và sự tham gia học tập của học sinh là một trong những chủ đề quan trọng và thường xuyên xuất hiện trong IELTS Reading. Đề thi mẫu này đã cung cấp cho bạn ba passages với độ khó tăng dần, từ Easy (Band 5.0-6.5) qua Medium (Band 6.0-7.5) đến Hard (Band 7.0-9.0), phản ánh đúng cấu trúc và độ khó của bài thi IELTS thực tế.
Thông qua 40 câu hỏi đa dạng bao gồm Multiple Choice, True/False/Not Given, Yes/No/Not Given, Matching, Summary Completion và Short-answer Questions, bạn đã có cơ hội luyện tập toàn diện các kỹ năng cần thiết cho IELTS Reading. Đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin và cách paraphrase sẽ giúp bạn tự đánh giá năng lực và hiểu rõ phương pháp tiếp cận từng dạng câu hỏi.
Bảng từ vựng được phân loại theo từng passage không chỉ giúp bạn mở rộng vốn từ học thuật mà còn cung cấp các collocation hữu ích cho cả Writing và Speaking. Hãy dành thời gian ôn tập những từ vựng này thường xuyên để nâng cao khả năng đọc hiểu tổng thể. Đối với những ai quan tâm đến the role of education in promoting sustainable practices, việc hiểu rõ động lực học tập theo bối cảnh văn hóa cũng đóng vai trò quan trọng trong việc thúc đẩy giáo dục bền vững.
Để đạt kết quả tốt nhất, hãy thực hành đề thi này trong điều kiện giống như thi thật: đặt thời gian 60 phút, làm bài trong môi trường yên tĩnh và không tra từ điển. Sau đó, so sánh kết quả với đáp án và phân tích kỹ những câu trả lời sai để rút kinh nghiệm. Việc luyện tập thường xuyên với các đề thi chất lượng như thế này sẽ giúp bạn xây dựng sự tự tin và đạt band điểm mong muốn trong kỳ thi IELTS sắp tới.
