IELTS Reading: How E-Learning Platforms Promote Lifelong Learning – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Trong kỷ nguyên số hóa, chủ đề về nền tảng học trực tuyến và học tập suốt đời (lifelong learning) ngày càng trở nên phổ biến trong các đề thi IELTS Reading. Chủ đề “How E-learning Platforms Promote Lifelong Learning” không chỉ xuất hiện với tần suất cao mà còn phản ánh xu hướng giáo dục toàn cầu hiện nay. Qua kinh nghiệm 20 năm giảng dạy, tôi nhận thấy các bài đọc về công nghệ giáo dục thường xuất hiện trong cả ba phần thi Reading với nhiều dạng câu hỏi đa dạng.

Bài viết này cung cấp cho bạn một đề thi IELTS Reading hoàn chỉnh với 3 passages từ dễ đến khó, giúp bạn làm quen với cấu trúc đề thi thực tế. Bạn sẽ được trải nghiệm các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, và nhiều dạng khác. Mỗi passage được thiết kế dựa trên độ khó của đề thi Cambridge IELTS thực tế, kèm theo đáp án chi tiết và giải thích cặn kẽ. Bộ từ vựng chuyên ngành về công nghệ giáo dục cũng được tổng hợp đầy đủ, giúp bạn nâng cao vốn từ học thuật.

Đề thi này phù hợp với học viên có trình độ từ band 5.0 trở lên, đặc biệt hữu ích cho những ai đang nhắm đến band điểm 6.5-8.0.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút cho 3 passages với tổng cộng 40 câu hỏi. Không có thời gian bổ sung để chuyển đáp án sang answer sheet, vì vậy bạn cần quản lý thời gian rất chặt chẽ.

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút (13 câu hỏi)
• Passage 2 (Medium): 18-20 phút (13 câu hỏi)
• Passage 3 (Hard): 23-25 phút (14 câu hỏi)

Đây là đề xuất từ kinh nghiệm thực tế của tôi. Passage 3 luôn khó nhất và cần nhiều thời gian suy luận, vì vậy đừng dành quá nhiều thời gian cho Passage 1.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 8 dạng câu hỏi phổ biến nhất:

1. Multiple Choice – Chọn đáp án đúng từ A, B, C, D
2. True/False/Not Given – Xác định thông tin đúng, sai hay không được nhắc đến
3. Yes/No/Not Given – Xác định ý kiến của tác giả
4. Matching Headings – Nối tiêu đề với đoạn văn
5. Sentence Completion – Hoàn thành câu
6. Summary Completion – Điền từ vào tóm tắt
7. Matching Features – Nối thông tin với danh sách cho sẵn
8. Short-answer Questions – Trả lời câu hỏi ngắn

Mỗi dạng yêu cầu kỹ năng đọc khác nhau: scanning (quét thông tin), skimming (đọc lướt), và detailed reading (đọc chi tiết).

Để hiểu rõ hơn về xu hướng học trực tuyến trong giáo dục đại học, bạn có thể tham khảo thêm về The rise of remote learning platforms in higher education, một chủ đề liên quan chặt chẽ với nội dung bài thi này.

2. IELTS Reading Practice Test

PASSAGE 1 – The Digital Revolution in Personal Learning

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The world of education has undergone a remarkable transformation in recent decades, largely due to the emergence of e-learning platforms. These digital tools have fundamentally changed how people acquire knowledge throughout their lives, making learning more accessible, flexible, and personalized than ever before. The concept of lifelong learning – the continuous pursuit of knowledge for personal or professional development – has been significantly enhanced by technological innovations.

Traditional education systems typically followed a linear model: individuals attended school during childhood and young adulthood, then entered the workforce with the skills they had acquired. However, in today’s rapidly evolving job market, this approach is no longer sufficient. The World Economic Forum estimates that by 2025, approximately 50% of all employees will need reskilling as the adoption of technology increases. E-learning platforms have emerged as the ideal solution to this challenge, offering courses that can be accessed anytime, anywhere, and at any pace.

One of the most significant advantages of e-learning platforms is their ability to remove geographical barriers. A person living in a remote village in Vietnam can now access the same quality education as someone in London or New York. Platforms like Coursera, edX, and Udacity partner with top universities worldwide to offer courses ranging from computer science to philosophy. This democratization of education means that learning opportunities are no longer restricted to those who can afford expensive tuition fees or relocate to educational hubs.

Flexibility represents another crucial benefit of e-learning platforms. Unlike traditional classroom settings with fixed schedules, online courses allow learners to study during their preferred times. A working parent can watch lecture videos after putting children to bed, while a full-time employee might complete assignments during lunch breaks. This adaptability is particularly important for adult learners who must balance education with work and family commitments. Many platforms also offer mobile applications, enabling users to learn while commuting or traveling.

The personalized learning experience offered by e-learning platforms is revolutionizing education. Advanced algorithms track each learner’s progress, identifying strengths and weaknesses to customize the learning path. If a student struggles with a particular concept, the platform can provide additional resources or suggest alternative explanations. Some platforms incorporate gamification elements – such as badges, points, and leaderboards – to maintain motivation and engagement. This individualized approach ensures that learners progress at their optimal pace, rather than being forced to keep up with or wait for classmates.

Cost-effectiveness is another factor driving the popularity of e-learning platforms. Many platforms offer courses for free or at significantly lower prices than traditional education programs. Even paid courses typically cost a fraction of what university tuition would require. Some platforms operate on a freemium model, where basic content is free but learners can pay for certificates, premium features, or personalized mentorship. This pricing structure makes continuous education financially viable for a much broader demographic.

E-learning platforms also excel at providing up-to-date content. Traditional textbooks often become outdated within a few years, but online courses can be updated quickly to reflect the latest developments in any field. This is particularly valuable in fast-moving areas like technology, where new programming languages, frameworks, and methodologies emerge regularly. Instructors can revise course materials in real-time, ensuring learners always receive current and relevant information.

The social learning dimension of e-learning platforms should not be overlooked. Despite being digital, these platforms foster community through discussion forums, peer review systems, and group projects. Learners from diverse backgrounds and locations can exchange ideas, share perspectives, and collaborate on assignments. This cross-cultural interaction enriches the learning experience and helps develop the global mindset increasingly valued in modern workplaces. Some platforms even facilitate study groups and organize local meetups, blending online and offline learning.

However, e-learning platforms are not without challenges. Issues such as digital literacy, reliable internet access, and self-discipline can affect learning outcomes. Not everyone has the technological skills or infrastructure to participate fully in online education. Additionally, the lack of face-to-face interaction may not suit all learning styles. Despite these limitations, the continuous improvements in technology and platform design are gradually addressing these concerns.

Questions 1-5: Multiple Choice

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

1. According to the passage, what percentage of employees will need reskilling by 2025?
   A. 25%
   B. 40%
   C. 50%
   D. 60%

2. Which of the following is NOT mentioned as an advantage of e-learning platforms?
   A. Removal of geographical barriers
   B. Flexible learning schedules
   C. Government certification
   D. Cost-effectiveness

3. The passage suggests that traditional textbooks
   A. are more reliable than online content
   B. become outdated relatively quickly
   C. should replace digital learning materials
   D. are preferred by most students

4. What does the “freemium model” mean in the context of e-learning?
   A. All courses are completely free
   B. Basic content is free but premium features cost money
   C. Courses are free for the first month only
   D. Only certified courses require payment

5. According to the passage, e-learning platforms use algorithms to
   A. grade assignments automatically
   B. monitor student attendance
   C. personalize the learning experience
   D. prevent cheating

Questions 6-9: True/False/Not Given

Do the following statements agree with the information 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. Traditional education followed a model where people learned only during their early years.

7. E-learning platforms always provide better education than traditional universities.

8. Some e-learning platforms include game-like features to keep learners motivated.

9. All e-learning platforms require high-speed internet connections.

Questions 10-13: Sentence Completion

Complete the sentences below.

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

10. E-learning platforms partner with universities worldwide to offer a __ of education.

11. Adult learners particularly benefit from the __ of online courses because they have multiple responsibilities.

12. Discussion forums and peer review systems help create a __ dimension in digital learning.

13. Some challenges of e-learning include issues with digital literacy and the need for __.

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PASSAGE 2 – Transforming Professional Development Through Digital Learning

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The proliferation of e-learning platforms has fundamentally reconfigured the landscape of professional development and lifelong learning. Unlike the static educational paradigms of the past, contemporary digital learning ecosystems offer dynamic, iterative, and responsive environments that adapt to the evolving needs of both individuals and industries. This paradigm shift reflects broader societal transformations, where continuous adaptation and skill acquisition have become essential for professional sustainability and advancement.

Corporate training has been among the earliest and most enthusiastic adopters of e-learning technologies. Organizations recognize that their competitive advantage increasingly depends on their workforce’s ability to assimilate new knowledge rapidly. Traditional training methods – typically involving off-site seminars, printed manuals, and sporadic workshops – proved both costly and inefficient. By contrast, e-learning platforms enable companies to deliver standardized training across global operations while simultaneously allowing for customization based on departmental or individual requirements. The analytics capabilities of these platforms provide unprecedented visibility into employee competency levels, learning progress, and areas requiring additional support.

The microlearning approach, pioneered by modern e-learning platforms, represents a significant pedagogical innovation. Rather than requiring learners to commit to lengthy courses, microlearning breaks content into bite-sized modules typically lasting 5-15 minutes. This format aligns with cognitive science research suggesting that shorter, more focused learning sessions lead to better retention and application of knowledge. Professionals can complete these modules during brief interludes throughout their workday, making continuous learning more practically feasible. The approach also facilitates just-in-time learning, where individuals can quickly acquire specific skills precisely when needed for particular tasks or projects.

Credentialing systems have evolved substantially within e-learning ecosystems. Traditional educational credentials – degrees and diplomas – while still valuable, often fail to capture the granular skills possessed by individuals. E-learning platforms have introduced digital badges, micro-credentials, and skill certificates that provide more nuanced representations of competencies. These credentials are often verifiable through blockchain technology, ensuring their authenticity and making them difficult to falsify. Employers increasingly recognize these alternative credentials, particularly in technology sectors where demonstrated ability matters more than formal qualifications. Some platforms have established industry partnerships that give their certificates significant market value, sometimes rivaling traditional degrees for certain roles.

The integration of artificial intelligence (AI) and machine learning (ML) has elevated e-learning platforms beyond mere content repositories to intelligent tutoring systems. These technologies enable adaptive learning paths that respond in real-time to learner performance. If a user consistently struggles with certain concepts, the system can automatically adjust the difficulty level, provide additional explanatory resources, or suggest alternative learning approaches. Conversely, learners who demonstrate mastery can skip redundant material and progress more rapidly. Some platforms employ natural language processing to offer conversational interfaces, allowing learners to ask questions and receive contextual explanations as if interacting with a human tutor.

The social constructivist approach to learning – which emphasizes knowledge construction through social interaction and collaborative problem-solving – has been successfully implemented in digital environments. Advanced e-learning platforms facilitate peer-to-peer learning through features such as collaborative projects, discussion threads, and peer assessment. Some platforms organize cohort-based courses where participants progress through material together, creating accountability and community bonds. The diversity of perspectives in these global learning communities often leads to richer understanding than homogeneous classroom settings. Virtual study groups, mentorship matching, and networking opportunities further enhance the social dimension of digital learning.

Data analytics represents another transformative aspect of e-learning platforms. Every interaction – time spent on content, quiz performance, discussion participation, help requests – generates data that can be analyzed to improve learning outcomes. Instructional designers use these insights to identify confusing content, optimize course structure, and predict which learners might need additional support. At the organizational level, companies can identify skill gaps across their workforce and design targeted training interventions. Some platforms provide learners with detailed dashboards showing their progress, strengths, weaknesses, and recommendations for improvement, enabling metacognitive awareness and self-directed learning.

The ecosystem approach adopted by leading e-learning platforms creates value beyond individual courses. These platforms increasingly function as marketplaces connecting learners, content creators, employers, and educational institutions. Industry practitioners can become instructors, sharing practical knowledge not typically found in academic curricula. Employers can specify the skills they seek, and platforms can recommend relevant learning paths to job seekers. Universities credential certain courses, allowing them to count toward formal degrees. This interconnected ecosystem creates multiple pathways for learning, accreditation, and employment, making lifelong learning a more coherent and rewarding journey.

The connection between digital learning and broader educational empathy becomes evident when considering how e-learning platforms break down traditional barriers. Much like the role of education in fostering cultural empathy, these platforms connect diverse learners across geographical and cultural boundaries, creating opportunities for understanding and collaboration that transcend conventional educational limitations.

Despite these advantages, critical perspectives on e-learning platforms deserve consideration. The commodification of education, concerns about data privacy, the potential for algorithmic bias, and the digital divide that excludes those without reliable internet access all present significant challenges. The effectiveness of e-learning also varies considerably based on subject matter; skills requiring physical practice or extensive hands-on experience may be difficult to replicate digitally. Furthermore, the self-directed nature of online learning demands motivation and discipline that not all learners possess, potentially exacerbating educational inequalities.

Questions 14-17: Yes/No/Not Given

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

Write:

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

14. Traditional training methods in corporate settings were more cost-effective than e-learning platforms.

15. Digital credentials from e-learning platforms are beginning to compete with traditional university degrees in some industries.

16. E-learning platforms should completely replace traditional classroom education.

17. The effectiveness of e-learning varies depending on what subject is being taught.

Questions 18-22: Matching Headings

Choose the correct heading for sections B-F from the list of headings below.

List of Headings:
i. The limitations of digital learning approaches
ii. Breaking learning into manageable pieces
iii. Using data to enhance learning outcomes
iv. How businesses have embraced online learning
v. Creating interconnected learning networks
vi. New forms of educational recognition
vii. The role of community in online education
viii. Intelligent technology improving learning experiences

18. Section B (Paragraph 2 – Corporate training…)
19. Section C (Paragraph 3 – The microlearning approach…)
20. Section D (Paragraph 4 – Credentialing systems…)
21. Section E (Paragraph 5 – The integration of AI…)
22. Section F (Paragraph 7 – Data analytics…)

Questions 23-26: Summary Completion

Complete the summary below.

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

Modern e-learning platforms use artificial intelligence to create 23. __ that adjust to individual learner performance. When students have difficulty, the system can modify the difficulty level or provide extra resources. The use of 24. __ allows learners to ask questions and receive answers similar to speaking with a real teacher. Additionally, platforms incorporate a 25. __ approach which emphasizes learning through collaboration and social interaction. Finally, every action on the platform generates 26. __ that can be analyzed to improve the learning experience.

Nền tảng học trực tuyến hiện đại thúc đẩy học tập suốt đời cho người học mọi lứa tuổi

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PASSAGE 3 – The Epistemological and Societal Implications of Platform-Based Lifelong Learning

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The ascendancy of e-learning platforms as mediators of knowledge acquisition represents far more than a mere technological innovation; it constitutes a fundamental reconceptualization of learning itself and its role within contemporary society. This transformation encompasses epistemological, pedagogical, economic, and sociopolitical dimensions, each warranting careful scrutiny. As these platforms become increasingly embedded in the fabric of lifelong learning, they simultaneously create unprecedented opportunities for democratization while potentially reinforcing existing inequalities and introducing novel forms of stratification.

From an epistemological perspective, e-learning platforms embody particular assumptions about the nature of knowledge and how it should be structured, transmitted, and validated. The modularization of knowledge into discrete, measurable competencies reflects a behaviourist orientation that privileges observable outcomes over tacit understanding and contextual wisdom. While this approach facilitates assessment and credentialing, critics argue it may trivialize complex domains of knowledge that resist such reductionist fragmentation. The philosopher Michael Oakeshott distinguished between “technical knowledge” – explicitly stated rules and procedures – and “practical knowledge” – the implicit understanding developed through experience. E-learning platforms excel at transmitting the former but may struggle to cultivate the latter, which often requires apprenticeship, mentorship, and situated practice.

The algorithmic curation of learning experiences raises profound questions about intellectual autonomy and the construction of understanding. When AI systems determine what content learners encounter, in what sequence, and with what emphasis, they inevitably shape not merely the efficiency of learning but its very substance. These algorithms, trained on aggregated data from thousands or millions of previous learners, encode particular assumptions about optimal learning paths and desirable outcomes. The French philosopher Michel Foucault’s concept of “governmentality” – the ways institutions shape individuals’ self-understanding and behavior – finds new expression in these automated pedagogical systems. Learners may internalize the platform’s metrics of success, potentially constraining their intellectual curiosity within predetermined parameters rather than pursuing more exploratory, serendipitous learning journeys.

The political economy of e-learning platforms reveals tensions between their democratizing potential and their embeddedness within capitalist structures. Many platforms operate on business models that prioritize scalability and profitability, which can skew course offerings toward lucrative subjects – particularly technology and business skills – while marginalizing humanities, arts, and critical inquiry. The sociologist Pierre Bourdieu’s notion of “cultural capital” – the accumulated cultural knowledge that confers social status and advantages – becomes reconfigured in platform ecosystems. Those who can navigate these digital environments effectively, discern which credentials hold market value, and integrate continuous learning into demanding work schedules accumulate new forms of cultural capital that translate into economic opportunities. Conversely, individuals lacking digital literacy, stable internet access, or the socioeconomic circumstances that permit sustained self-directed learning may find themselves increasingly marginalized.

The credential inflation phenomenon – wherein educational requirements for jobs continuously escalate – may be exacerbated by the proliferation of e-learning certificates and micro-credentials. As these qualifications become more prevalent, they risk becoming baseline expectations rather than distinguishing achievements, creating pressure for continuous credential acquisition in what some scholars term an “educational arms race.” This dynamic can particularly disadvantage those in precarious employment or with caregiving responsibilities, who may lack the time and resources for constant upskilling. The promise of lifelong learning thus risks devolving into a mandate for endless self-improvement merely to maintain employability, shifting responsibility for adapting to economic disruptions from institutions to individuals.

The psychological dimensions of platform-based learning also merit consideration. The behavioural economics principles embedded in many platforms – gamification, variable rewards, social comparison – are designed to maintain engagement but may have unintended consequences. The dopamine-driven feedback loops that make platforms compelling can also foster compulsive behaviors and superficial engagement rather than deep, reflective learning. The constant quantification of progress through points, badges, and completion rates may cultivate an extrinsic motivation orientation, where the rewards provided by the platform become the purpose rather than genuine intellectual growth. Research in self-determination theory suggests that intrinsic motivation – driven by inherent interest and enjoyment – produces more sustainable and transferable learning outcomes than extrinsic motivation.

The temporal structures imposed by e-learning platforms warrant attention. While these systems offer asynchronous learning opportunities, they simultaneously introduce new temporal demands. The ideology of perpetual availability – that learning should occur continuously, filling interstices of time throughout the day – can erode boundaries between learning, work, and leisure. The sociologist Hartmut Rosa’s theory of “social acceleration” describes how technological innovations meant to save time paradoxically create expectations for doing more in less time, ultimately generating time scarcity. E-learning platforms may inadvertently contribute to this acceleration, where individuals feel compelled to constantly acquire new skills to remain competitive, transforming lifelong learning from an enriching pursuit into a source of perpetual anxiety.

Network effects and platform concentration present additional concerns. As certain platforms achieve dominance – through superior technology, extensive course catalogues, or prestigious institutional partnerships – they can establish de facto standards for digital credentials and learning pathways. This concentration of influence grants platform operators significant power in shaping educational priorities and labor market signaling. The governance structures of these entities – typically private corporations accountable primarily to shareholders rather than public institutions with democratic oversight – raise questions about who should determine the direction of lifelong learning infrastructure. Some scholars advocate for alternative models, including cooperative platforms owned by users or public digital learning utilities operated as essential infrastructure.

Despite these critical considerations, the transformative potential of e-learning platforms for expanding access to knowledge remains substantial. For marginalized populations historically excluded from formal education – whether due to geographical isolation, physical disabilities, economic constraints, or social discrimination – these platforms can provide genuine opportunities for intellectual development and economic mobility. The key distinction lies between utopian narratives that position technology as an automatic solver of educational inequalities and more nuanced perspectives recognizing that technological affordances interact with existing social structures in complex ways, sometimes ameliorating and sometimes amplifying disparities.

The future trajectory of e-learning platforms will likely depend on contested decisions about their design, governance, and integration with broader educational ecosystems. Questions about algorithmic transparency, data sovereignty, credential interoperability, and equitable access will require ongoing negotiation among diverse stakeholders – learners, educators, employers, policymakers, and technology developers. The challenge lies in harnessing the genuine innovations these platforms offer while mitigating their potential to reproduce or intensify inequities, and in preserving spaces for learning motivated by intellectual curiosity rather than purely instrumental economic calculations. As lifelong learning becomes increasingly essential in a rapidly changing world, the platforms that facilitate it must be subject to the same critical examination we apply to other fundamental social institutions.

Questions 27-31: Multiple Choice

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

27. According to the passage, what is the main limitation of modularizing knowledge into discrete competencies?
    A. It makes assessment more difficult
    B. It is too expensive to implement
    C. It may oversimplify complex knowledge domains
    D. It requires too much time to complete

28. The passage mentions Michel Foucault’s concept of “governmentality” to illustrate
    A. how governments regulate e-learning platforms
    B. how platforms shape learners’ behavior and self-understanding
    C. the political opposition to online education
    D. the administrative structure of educational institutions

29. What does the passage suggest about credential inflation?
    A. It increases the value of educational qualifications
    B. It makes it easier for people to find employment
    C. It may force continuous credential acquisition just to maintain employability
    D. It has been completely solved by e-learning platforms

30. According to the passage, gamification elements in e-learning platforms may
    A. always improve learning outcomes
    B. potentially encourage superficial rather than deep learning
    C. completely replace traditional motivation
    D. eliminate the need for teacher involvement

31. The passage suggests that platform concentration could
    A. improve educational quality for everyone
    B. reduce the cost of online learning
    C. give a few companies significant power over educational priorities
    D. eliminate all educational inequalities

Questions 32-36: Matching Features

Match the following theorists/concepts (32-36) with their associated ideas (A-H).

Theorists/Concepts:
32. Michael Oakeshott
33. Pierre Bourdieu
34. Hartmut Rosa
35. Self-determination theory
36. Behaviorist orientation

Associated Ideas:
A. The acceleration of time creating perpetual pressure
B. Distinction between technical and practical knowledge
C. Focus on observable outcomes and measurable competencies
D. Cultural knowledge that confers social advantages
E. Importance of democratic oversight in education
F. The superiority of asynchronous learning
G. Intrinsic motivation produces better learning outcomes
H. The necessity of continuous technological innovation

Questions 37-40: Short-answer Questions

Answer the questions below.

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

37. According to Michael Oakeshott, what type of knowledge requires apprenticeship and situated practice to develop?

38. What term describes the business models that many e-learning platforms operate on, prioritizing growth and profit?

39. What kind of platforms does the passage suggest as alternatives to privately-owned corporations?

40. What does the passage say should be subject to critical examination, similar to other fundamental social institutions?

Trí tuệ nhân tạo và thuật toán học máy tùy chỉnh trải nghiệm học tập cá nhân hóa

3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. C
2. C
3. B
4. B
5. C
6. TRUE
7. NOT GIVEN
8. TRUE
9. NOT GIVEN
10. democratization
11. flexibility / adaptability
12. social learning
13. self-discipline

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. NOT GIVEN
17. YES
18. iv
19. ii
20. vi
21. viii
22. iii
23. adaptive learning paths / learning paths
24. natural language processing
25. social constructivist
26. data

PASSAGE 3: Questions 27-40

27. C
28. B
29. C
30. B
31. C
32. B
33. D
34. A
35. G
36. C
37. practical knowledge
38. capitalist structures
39. cooperative platforms / public utilities
40. e-learning platforms / platforms

4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: percentage, employees, reskilling, 2025
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Bài đọc nói rõ “The World Economic Forum estimates that by 2025, approximately 50% of all employees will need reskilling.” Đây là thông tin trực tiếp không cần paraphrase.

Câu 2: C

• Dạng câu hỏi: Multiple Choice (NOT mentioned)
• Từ khóa: NOT mentioned, advantages
• Vị trí trong bài: Cả đoạn văn
• Giải thích: Bài văn đề cập đến: removal of geographical barriers (đoạn 3), flexible schedules (đoạn 4), cost-effectiveness (đoạn 6). Government certification không được nhắc đến trong bài. Đây là dạng câu hỏi yêu cầu xác định thông tin KHÔNG có.

Câu 3: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: traditional textbooks
• Vị trí trong bài: Đoạn 7, dòng 2-3
• Giải thích: “Traditional textbooks often become outdated within a few years” được paraphrase thành “become outdated relatively quickly” ở đáp án B.

Câu 4: B

• Dạng câu hỏi: Multiple Choice (definition)
• Từ khóa: freemium model
• Vị trí trong bài: Đoạn 6, dòng 4-6
• Giải thích: Bài viết giải thích: “Some platforms operate on a freemium model, where basic content is free but learners can pay for certificates, premium features, or personalized mentorship.” Đây chính là đáp án B.

Câu 5: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: algorithms
• Vị trí trong bài: Đoạn 5, dòng 2-4
• Giải thích: “Advanced algorithms track each learner’s progress, identifying strengths and weaknesses to customize the learning path” cho thấy thuật toán được dùng để cá nhân hóa trải nghiệm học tập.

Câu 6: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: traditional education, learned only, early years
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: “Traditional education systems typically followed a linear model: individuals attended school during childhood and young adulthood, then entered the workforce” khẳng định câu này là TRUE.

Câu 7: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: always provide better education
• Vị trí trong bài: Không có
• Giải thích: Bài văn không có thông tin so sánh trực tiếp về chất lượng giữa e-learning và traditional universities. Chỉ đề cập đến ưu điểm của e-learning nhưng không nói nó “always better”.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: game-like features, motivated
• Vị trí trong bài: Đoạn 5, dòng 6-8
• Giải thích: “Some platforms incorporate gamification elements – such as badges, points, and leaderboards – to maintain motivation and engagement” chứng minh câu này là TRUE.

Câu 9: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: all platforms, high-speed internet
• Vị trí trong bài: Không có
• Giải thích: Đoạn cuối đề cập “reliable internet access” là một thách thức, nhưng không nói ALL platforms require HIGH-SPEED internet.

Câu 10: democratization

• Dạng câu hỏi: Sentence Completion
• Từ khóa: partner with universities, offer
• Vị trí trong bài: Đoạn 3, dòng 4-5
• Giải thích: “This democratization of education means that learning opportunities…” – từ “democratization” phù hợp với nghĩa “offer” education globally.

Câu 11: flexibility/adaptability

• Dạng câu hỏi: Sentence Completion
• Từ khóa: adult learners, benefit, multiple responsibilities
• Vị trí trong bài: Đoạn 4
• Giải thích: Cả đoạn 4 nói về flexibility. Câu “This adaptability is particularly important for adult learners” xác nhận đáp án có thể là “flexibility” hoặc “adaptability”.

Câu 12: social learning

• Dạng câu hỏi: Sentence Completion
• Từ khóa: discussion forums, peer review
• Vị trí trong bài: Đoạn 8, dòng 1-2
• Giải thích: “The social learning dimension of e-learning platforms should not be overlooked. Despite being digital, these platforms foster community through discussion forums, peer review systems…”

Câu 13: self-discipline

• Dạng câu hỏi: Sentence Completion
• Từ khóa: challenges, digital literacy
• Vị trí trong bài: Đoạn 9, dòng 2-3
• Giải thích: “Issues such as digital literacy, reliable internet access, and self-discipline can affect learning outcomes.”

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: traditional training, more cost-effective
• Vị trí trong bài: Đoạn 2, dòng 5-7
• Giải thích: “Traditional training methods…proved both costly and inefficient” mâu thuẫn với statement, nên đáp án là NO.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: digital credentials, compete with degrees
• Vị trí trong bài: Đoạn 4, dòng 7-9
• Giải thích: “Some platforms have established industry partnerships that give their certificates significant market value, sometimes rivaling traditional degrees for certain roles” cho thấy writer đồng ý với quan điểm này.

Câu 16: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: should completely replace
• Vị trí trong bài: Không có
• Giải thích: Writer không bao giờ nói e-learning “should completely replace” traditional education. Chỉ đề cập đến ưu nhược điểm.

Câu 17: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: effectiveness varies, subject matter
• Vị trí trong bài: Đoạn 10, dòng 3-4
• Giải thích: “The effectiveness of e-learning also varies considerably based on subject matter; skills requiring physical practice or extensive hands-on experience may be difficult to replicate digitally” thể hiện quan điểm của writer.

Câu 18: iv (How businesses have embraced online learning)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section B (Đoạn 2)
• Giải thích: Toàn bộ đoạn nói về corporate training và cách doanh nghiệp sử dụng e-learning.

Câu 19: ii (Breaking learning into manageable pieces)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section C (Đoạn 3)
• Giải thích: Đoạn này tập trung vào microlearning approach – “breaks content into bite-sized modules”.

Câu 20: vi (New forms of educational recognition)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section D (Đoạn 4)
• Giải thích: Đoạn về credentialing systems, digital badges, micro-credentials – các hình thức công nhận mới.

Câu 21: viii (Intelligent technology improving learning experiences)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section E (Đoạn 5)
• Giải thích: Đoạn nói về AI, machine learning và intelligent tutoring systems.

Câu 22: iii (Using data to enhance learning outcomes)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section F (Đoạn 7)
• Giải thích: Toàn đoạn về data analytics và cách sử dụng dữ liệu để cải thiện học tập.

Câu 23: adaptive learning paths / learning paths

• Dạng câu hỏi: Summary Completion
• Từ khóa: AI, adjust to individual
• Vị trí trong bài: Đoạn 5, dòng 3-4
• Giải thích: “These technologies enable adaptive learning paths that respond in real-time to learner performance.”

Câu 24: natural language processing

• Dạng câu hỏi: Summary Completion
• Từ khóa: ask questions, answers, real teacher
• Vị trí trong bài: Đoạn 5, dòng 9-10
• Giải thích: “Some platforms employ natural language processing to offer conversational interfaces, allowing learners to ask questions and receive contextual explanations as if interacting with a human tutor.”

Câu 25: social constructivist

• Dạng câu hỏi: Summary Completion
• Từ khóa: collaboration, social interaction
• Vị trí trong bài: Đoạn 6, dòng 1-2
• Giải thích: “The social constructivist approach to learning – which emphasizes knowledge construction through social interaction and collaborative problem-solving…”

Câu 26: data

• Dạng câu hỏi: Summary Completion
• Từ khóa: every action, analyzed
• Vị trí trong bài: Đoạn 7, dòng 2-3
• Giải thích: “Every interaction…generates data that can be analyzed to improve learning outcomes.”

Passage 3 – Giải Thích

Câu 27: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: limitation, modularizing knowledge
• Vị trí trong bài: Đoạn 2, dòng 3-7
• Giải thích: “While this approach facilitates assessment and credentialing, critics argue it may trivialize complex domains of knowledge that resist such reductionist fragmentation” – đây là paraphrase của “oversimplify complex knowledge domains”.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Foucault, governmentality
• Vị trí trong bài: Đoạn 3, dòng 5-8
• Giải thích: “The French philosopher Michel Foucault’s concept of ‘governmentality’ – the ways institutions shape individuals’ self-understanding and behavior – finds new expression in these automated pedagogical systems.”

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: credential inflation
• Vị trí trong bài: Đoạn 5, dòng 1-4
• Giải thích: “As these qualifications become more prevalent, they risk becoming baseline expectations rather than distinguishing achievements, creating pressure for continuous credential acquisition” – tức phải liên tục lấy thêm chứng chỉ để duy trì khả năng tìm việc.

Câu 30: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: gamification elements
• Vị trí trong bài: Đoạn 6, dòng 3-5
• Giải thích: “The dopamine-driven feedback loops that make platforms compelling can also foster compulsive behaviors and superficial engagement rather than deep, reflective learning.”

Câu 31: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: platform concentration
• Vị trí trong bài: Đoạn 8, dòng 2-5
• Giải thích: “This concentration of influence grants platform operators significant power in shaping educational priorities and labor market signaling.”

Câu 32: B (Distinction between technical and practical knowledge)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 2, dòng 8-11
• Giải thích: “The philosopher Michael Oakeshott distinguished between ‘technical knowledge’ – explicitly stated rules and procedures – and ‘practical knowledge’ – the implicit understanding developed through experience.”

Câu 33: D (Cultural knowledge that confers social advantages)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 4, dòng 4-6
• Giải thích: “The sociologist Pierre Bourdieu’s notion of ‘cultural capital’ – the accumulated cultural knowledge that confers social status and advantages…”

Câu 34: A (The acceleration of time creating perpetual pressure)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 7, dòng 4-7
• Giải thích: “The sociologist Hartmut Rosa’s theory of ‘social acceleration’ describes how technological innovations meant to save time paradoxically create expectations for doing more in less time, ultimately generating time scarcity.”

Câu 35: G (Intrinsic motivation produces better learning outcomes)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 6, dòng 8-10
• Giải thích: “Research in self-determination theory suggests that intrinsic motivation – driven by inherent interest and enjoyment – produces more sustainable and transferable learning outcomes than extrinsic motivation.”

Câu 36: C (Focus on observable outcomes and measurable competencies)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: “The modularization of knowledge into discrete, measurable competencies reflects a behaviourist orientation that privileges observable outcomes…”

Câu 37: practical knowledge

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: Oakeshott, apprenticeship, situated practice
• Vị trí trong bài: Đoạn 2, dòng 11-13
• Giải thích: “‘practical knowledge’ – the implicit understanding developed through experience. E-learning platforms excel at transmitting the former but may struggle to cultivate the latter, which often requires apprenticeship, mentorship, and situated practice.”

Câu 38: capitalist structures

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: business models, prioritizing growth, profit
• Vị trí trong bài: Đoạn 4, dòng 1-3
• Giải thích: “The political economy of e-learning platforms reveals tensions between their democratizing potential and their embeddedness within capitalist structures. Many platforms operate on business models that prioritize scalability and profitability…”

Câu 39: cooperative platforms / public utilities

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: alternatives, privately-owned corporations
• Vị trí trong bài: Đoạn 8, dòng 8-10
• Giải thích: “Some scholars advocate for alternative models, including cooperative platforms owned by users or public digital learning utilities operated as essential infrastructure.”

Câu 40: e-learning platforms / platforms

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: critical examination, fundamental social institutions
• Vị trí trong bài: Đoạn cuối, dòng 5-7
• Giải thích: “As lifelong learning becomes increasingly essential in a rapidly changing world, the platforms that facilitate it must be subject to the same critical examination we apply to other fundamental social institutions.”

Học tập suốt đời thúc đẩy phát triển nghề nghiệp và kỹ năng mới trong thời đại số

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
emergence	n	/ɪˈmɜːdʒəns/	Sự xuất hiện, nổi lên	“…the emergence of e-learning platforms”	the emergence of technology
acquire	v	/əˈkwaɪə(r)/	Thu được, đạt được	“…how people acquire knowledge”	acquire knowledge/skills
accessible	adj	/əkˈsesəbl/	Dễ tiếp cận	“…making learning more accessible”	accessible to everyone
reskilling	n	/riːˈskɪlɪŋ/	Đào tạo lại kỹ năng	“…will need reskilling as technology increases”	workforce reskilling
democratization	n	/dɪˌmɒkrətaɪˈzeɪʃn/	Sự dân chủ hóa	“This democratization of education…”	democratization of knowledge
restricted	adj	/rɪˈstrɪktɪd/	Bị hạn chế	“…no longer restricted to those who…”	restricted access
flexibility	n	/ˌfleksəˈbɪləti/	Tính linh hoạt	“Flexibility represents another crucial benefit”	flexibility in learning
adaptability	n	/əˌdæptəˈbɪləti/	Khả năng thích nghi	“This adaptability is particularly important”	adaptability to change
personalized	adj	/ˈpɜːsənəlaɪzd/	Được cá nhân hóa	“The personalized learning experience…”	personalized approach
customize	v	/ˈkʌstəmaɪz/	Tùy chỉnh	“…to customize the learning path”	customize content
gamification	n	/ˌɡeɪmɪfɪˈkeɪʃn/	Trò chơi hóa	“…incorporate gamification elements”	gamification strategy
viable	adj	/ˈvaɪəbl/	Khả thi, khả năng thực hiện	“…financially viable for a broader demographic”	viable solution/option

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
proliferation	n	/prəˌlɪfəˈreɪʃn/	Sự gia tăng nhanh chóng	“The proliferation of e-learning platforms…”	proliferation of technology
reconfigured	v	/ˌriːkənˈfɪɡə(r)/	Cấu hình lại, tổ chức lại	“…has fundamentally reconfigured the landscape”	reconfigure systems
paradigm shift	n	/ˈpærədaɪm ʃɪft/	Sự thay đổi mô hình	“This paradigm shift reflects…”	undergo a paradigm shift
assimilate	v	/əˈsɪməleɪt/	Tiếp thu, đồng hóa	“…ability to assimilate new knowledge”	assimilate information
sporadic	adj	/spəˈrædɪk/	Không đều đặn, rải rác	“…sporadic workshops proved costly”	sporadic attendance
unprecedented	adj	/ʌnˈpresɪdentɪd/	Chưa từng có	“…unprecedented visibility into employee…”	unprecedented access
pioneered	v	/ˌpaɪəˈnɪə(r)/	Tiên phong, khởi xướng	“…pioneered by modern e-learning platforms”	pioneer new methods
retention	n	/rɪˈtenʃn/	Sự ghi nhớ, giữ lại	“…lead to better retention and application”	memory retention
feasible	adj	/ˈfiːzəbl/	Khả thi	“…more practically feasible”	feasible solution
credentialing	n	/krɪˈdenʃəlɪŋ/	Việc cấp chứng chỉ	“Credentialing systems have evolved…”	digital credentialing
nuanced	adj	/ˈnjuːɑːnst/	Tinh tế, có nhiều sắc thái	“…more nuanced representations”	nuanced understanding
verifiable	adj	/ˈverɪfaɪəbl/	Có thể xác minh	“…are often verifiable through blockchain”	verifiable credentials
rivaling	v	/ˈraɪvəlɪŋ/	Cạnh tranh, sánh bằng	“…sometimes rivaling traditional degrees”	rival competitors
facilitate	v	/fəˈsɪlɪteɪt/	Tạo điều kiện thuận lợi	“…platforms facilitate peer-to-peer learning”	facilitate learning
cohort-based	adj	/ˈkəʊhɔːt beɪst/	Dựa trên nhóm học cùng lúc	“…organize cohort-based courses”	cohort-based program

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
ascendancy	n	/əˈsendənsi/	Sự vượt trội, uy thế	“The ascendancy of e-learning platforms…”	rise to ascendancy
mediators	n	/ˈmiːdieɪtə(r)z/	Người/vật trung gian	“…as mediators of knowledge acquisition”	mediator between parties
reconceptualization	n	/ˌriːkənˌseptʃuəlaɪˈzeɪʃn/	Sự tái khái niệm hóa	“…a fundamental reconceptualization of learning”	reconceptualization of theory
encompasses	v	/ɪnˈkʌmpəsɪz/	Bao gồm, bao quát	“This transformation encompasses…”	encompass all aspects
warranting	v	/ˈwɒrəntɪŋ/	Đảm bảo, bảo đảm	“…each warranting careful scrutiny”	warrant attention
epistemological	adj	/ɪˌpɪstəməˈlɒdʒɪkl/	Thuộc nhận thức luận	“From an epistemological perspective…”	epistemological approach
modularization	n	/ˌmɒdjʊləraɪˈzeɪʃn/	Sự chia thành mô-đun	“The modularization of knowledge…”	modularization of content
privileges	v	/ˈprɪvəlɪdʒɪz/	Ưu tiên, đặc quyền	“…that privileges observable outcomes”	privilege certain views
trivialize	v	/ˈtrɪviəlaɪz/	Xem thường, đơn giản hóa	“…may trivialize complex domains”	trivialize problems
reductionist	adj	/rɪˈdʌkʃənɪst/	Giản lược hóa	“…such reductionist fragmentation”	reductionist approach
tacit	adj	/ˈtæsɪt/	Ngầm hiểu, tiềm ẩn	“…over tacit understanding”	tacit knowledge
algorithmic	adj	/ˌælɡəˈrɪðmɪk/	Thuộc thuật toán	“The algorithmic curation of learning…”	algorithmic decision-making
governmentality	n	/ˌɡʌvənmenˈtæləti/	Thuật cai trị	“Foucault’s concept of ‘governmentality'”	mechanisms of governmentality
internalize	v	/ɪnˈtɜːnəlaɪz/	Nội hóa	“Learners may internalize the platform’s metrics”	internalize values
embeddedness	n	/ɪmˈbedɪdnəs/	Sự nhúng vào, gắn bó	“…their embeddedness within capitalist structures”	embeddedness in society
marginalize	v	/ˈmɑːdʒɪnəlaɪz/	Đẩy ra rìa, tách biệt	“…while marginalizing humanities”	marginalize groups
exacerbated	v	/ɪɡˈzæsəbeɪtɪd/	Làm trầm trọng thêm	“…may be exacerbated by the proliferation”	exacerbate problems
precarious	adj	/prɪˈkeəriəs/	Bấp bênh, không chắc chắn	“…those in precarious employment”	precarious situation
intrinsic	adj	/ɪnˈtrɪnsɪk/	Nội tại, vốn có	“…intrinsic motivation – driven by…”	intrinsic value
ameliorating	v	/əˈmiːliəreɪtɪŋ/	Cải thiện	“…sometimes ameliorating and sometimes amplifying”	ameliorate conditions

Kết Bài

Chủ đề “How e-learning platforms promote lifelong learning” không chỉ phản ánh xu hướng công nghệ giáo dục hiện đại mà còn là một topic thường xuyên xuất hiện trong IELTS Reading. Qua đề thi mẫu này, bạn đã được trải nghiệm ba passages với độ khó tăng dần – từ Easy (band 5.0-6.5) đến Medium (band 6.0-7.5) và Hard (band 7.0-9.0) – giống như cấu trúc của đề thi IELTS thực tế.

Ba passages đã cung cấp đầy đủ 40 câu hỏi với 8 dạng khác nhau, giúp bạn làm quen với mọi dạng bài thường gặp: Multiple Choice, True/False/Not Given, Yes/No/Not Given, Matching Headings, Sentence Completion, Summary Completion, Matching Features, và Short-answer Questions. Mỗi dạng yêu cầu kỹ năng đọc và chiến lược làm bài riêng biệt.

Phần đáp án chi tiết không chỉ cung cấp keys mà còn giải thích rõ ràng tại sao đáp án đó đúng, vị trí thông tin trong bài, và cách paraphrase được sử dụng. Đây là yếu tố quan trọng giúp bạn phát triển kỹ năng tư duy IELTS Reading – không chỉ tìm đáp án mà còn hiểu logic đằng sau mỗi câu hỏi.

Bộ từ vựng chuyên ngành về e-learning, công nghệ giáo dục, và học tập suốt đời được tổng hợp đầy đủ theo từng passage sẽ là tài liệu quý giá cho việc mở rộng vốn từ học thuật của bạn. Hãy ôn tập những từ này thường xuyên vì chúng không chỉ hữu ích cho Reading mà còn cho Writing Task 2.

Để đạt kết quả tốt nhất, hãy làm bài này trong điều kiện thi thật (60 phút, không tra từ điển), sau đó đối chiếu đáp án và đọc kỹ phần giải thích. Việc phân tích sai lầm và hiểu rõ tại sao bạn sai quan trọng hơn việc làm đúng nhiều câu. Chúc bạn ôn tập hiệu quả và đạt band điểm mục tiêu trong kỳ thi IELTS sắp tới!