IELTS Reading: Public Speaking Apps for Student Presentations – Đề thi mẫu có đáp án chi tiết

Mở bài

Trong kỷ nguyên số hóa giáo dục, Public Speaking Apps For Student Presentations đã trở thành một chủ đề nóng và xuất hiện ngày càng thường xuyên trong các đề thi IELTS Reading gần đây. Chủ đề này kết hợp công nghệ, giáo dục và kỹ năng mềm – ba lĩnh vực được IELTS đặc biệt ưa chuộng. Với hơn 20 năm kinh nghiệm giảng dạy IELTS, tôi nhận thấy các đề thi liên quan đến ứng dụng công nghệ trong giáo dục xuất hiện với tần suất cao, đặc biệt từ Cambridge IELTS 14 trở về sau.

Bài viết này mang đến cho bạn một đề thi IELTS Reading hoàn chỉnh với ba passages từ dễ đến khó, bao gồm 40 câu hỏi đa dạng giống thi thật 100%. Bạn sẽ được luyện tập với đầy đủ các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, và nhiều dạng khác. Mỗi câu hỏi đều có đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin và cách paraphrase. Đặc biệt, bài viết cung cấp bảng từ vựng học thuật quan trọng với phiên âm, nghĩa và ví dụ thực tế từ passages.

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

1. Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Điểm đặc biệt là không có thời gian riêng để chép đáp án vào phiếu trả lời, vì vậy bạn phải quản lý thời gian rất chặt chẽ.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó dễ, band 5.0-6.5)
• Passage 2: 18-20 phút (độ khó trung bình, band 6.0-7.5)
• Passage 3: 23-25 phút (độ khó cao, band 7.0-9.0)

Độ khó tăng dần theo thứ tự passages, vì vậy đừng dành quá nhiều thời gian cho Passage 1 và làm thiếu thời gian cho các passages sau.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không có trong bài
3. Matching Information – Nối thông tin với đoạn văn
4. Yes/No/Not Given – Xác định ý kiến của tác giả
5. Matching Headings – Nối tiêu đề với đoạn văn
6. Summary Completion – Hoàn thành đoạn tóm tắt
7. Short-answer Questions – Câu hỏi trả lời ngắn

2. IELTS Reading Practice Test

PASSAGE 1 – The Rise of Digital Speech Coaching

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Public speaking has long been identified as one of the most common fears among students worldwide. According to a survey conducted by the National Communication Association in 2019, approximately 75% of students experience some level of anxiety when presenting in front of their peers. However, the advent of smartphone technology has brought about a revolutionary change in how students prepare for and deliver presentations.

Mobile applications designed specifically for improving public speaking skills have become increasingly popular among students over the past five years. These apps offer a range of features that were previously only available through expensive coaching sessions or university speech courses. The most basic apps provide simple timer functions and recording capabilities, allowing students to practice their presentations and review their performance. More sophisticated applications incorporate artificial intelligence to analyze speech patterns, detect filler words like “um” and “ah”, and even evaluate body language through the device’s camera.

One particularly successful app, SpeakConfident, has gained over 2 million student users since its launch in 2020. The app’s founder, Dr. Maria Chen, a former communication professor at Stanford University, explains that the app was developed based on decades of research into effective presentation techniques. “We wanted to create a tool that could provide immediate feedback to students, something that isn’t always possible in traditional classroom settings,” she notes. The app uses voice recognition technology to identify areas where students speak too quickly, too softly, or with insufficient clarity. It then provides personalized recommendations for improvement.

Học sinh sử dụng ứng dụng luyện tập thuyết trình trên điện thoại thông minh trong lớp học

The psychological benefits of using these apps are significant. Students report feeling less anxious about presentations when they have had the opportunity to practice multiple times using an app. Unlike practicing in front of a mirror, which can feel awkward, or rehearsing with friends, who may not provide honest feedback, apps offer a judgment-free environment where students can make mistakes without embarrassment. This aspect is particularly valuable for introverted students or those learning English as a second language, who may feel especially self-conscious about their speaking abilities.

Educational institutions have begun to recognize the value of these tools. Several universities in the United States and United Kingdom now recommend specific public speaking apps as supplementary resources for their communication courses. Professor James Wilson from the University of Manchester conducted a study in 2021 comparing two groups of students: one that used public speaking apps regularly and another that relied solely on traditional practice methods. His findings showed that students using the apps demonstrated a 35% improvement in their presentation confidence scores and a 28% reduction in the use of filler words.

Despite these advantages, experts caution that apps should not completely replace human feedback. Dr. Sarah Thompson, a speech coach with 15 years of experience, argues that while apps are excellent for building basic skills and confidence, they cannot fully replicate the nuanced feedback that comes from a trained instructor or peer audience. “Apps are very good at identifying technical issues like speaking pace and volume,” she explains, “but they struggle with more subtle aspects such as emotional connection with the audience or the appropriateness of humor in different contexts.”

The cost factor makes these apps particularly attractive to students. While a single session with a professional speech coach can cost between $50 and $150, most public speaking apps are either free or require a modest subscription fee of $5-10 per month. This affordability has democratized access to speech training, making it available to students from all economic backgrounds. Some apps even offer scholarship programs or free premium access to students from underprivileged communities.

Looking ahead, developers are working on incorporating virtual reality (VR) features into public speaking apps. These advanced versions would allow students to practice presentations in simulated environments that closely mimic real-world scenarios, such as conference halls or classrooms filled with virtual audience members. Early prototypes have shown promising results, with users reporting that VR practice sessions feel remarkably similar to actual presentation experiences.

The integration of peer feedback features represents another exciting development. Newer apps allow students to share their practice recordings with classmates or study groups, who can then provide comments and suggestions. This collaborative approach combines the convenience of app-based practice with the valuable perspective that comes from human feedback, creating what some educators call a “hybrid learning model” for presentation skills.

Questions 1-13

Questions 1-5

Do the following statements agree with the information given in Passage 1?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

1. More than half of students feel nervous about giving presentations to other students.
2. All public speaking apps use artificial intelligence to analyze performance.
3. SpeakConfident was created by a university professor who previously taught communication.
4. Students using public speaking apps showed better results than those who didn’t use them in Professor Wilson’s research.
5. Dr. Sarah Thompson believes apps are better than human instructors for teaching public speaking.

Questions 6-9

Complete the sentences below.

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

6. Basic public speaking apps typically include __ and the ability to record yourself speaking.
7. The app SpeakConfident can identify when people speak with __ by analyzing their voice.
8. Students who are __ or learning English may feel particularly worried about their speaking skills.
9. Some apps provide free access to students from __ through special programs.

Questions 10-13

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

10. According to the passage, what makes practicing with apps better than practicing with friends?
    A. Apps are cheaper than friends
    B. Apps give more honest feedback
    C. Apps are available at any time
    D. Apps can record your voice

11. What percentage improvement in confidence did students using apps show in the 2021 study?
    A. 28%
    B. 35%
    C. 50%
    D. 75%

12. How much does a typical session with a professional speech coach cost?
    A. $5-10
    B. $10-50
    C. $50-150
    D. Over $150

13. What new technology are developers planning to add to public speaking apps?
    A. Artificial intelligence
    B. Voice recognition
    C. Virtual reality
    D. Peer feedback

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PASSAGE 2 – Psychological Mechanisms Behind App-Based Learning

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The remarkable effectiveness of mobile applications in developing public speaking skills among students can be attributed to several psychological principles that underpin their design. These principles, rooted in cognitive behavioral theory and motivational psychology, explain why digital tools have succeeded where traditional methods sometimes fall short. Understanding these mechanisms provides valuable insight into the future of educational technology and skill acquisition.

A. The Power of Immediate Feedback

One of the most critical factors contributing to the success of public speaking apps is their ability to provide instantaneous feedback. In traditional educational settings, students might wait days or even weeks to receive feedback on a presentation, by which time the learning moment has passed. Cognitive psychologists have long understood that the timing of feedback is crucial for effective learning. When feedback is immediate, the brain can more effectively create neural connections between the action performed and the outcome observed. Modern public speaking apps capitalize on this principle by analyzing speech patterns in real-time and providing corrections or suggestions within seconds of completion.

Research conducted by Dr. Michael Patterson at the Massachusetts Institute of Technology examined the neurological basis for this phenomenon. Using functional MRI scanning, his team observed that students who received immediate feedback while practicing speeches showed significantly higher activity in the prefrontal cortex, the region of the brain associated with learning and memory consolidation. This increased activity suggests that immediate feedback helps embed new speaking behaviors more deeply into long-term memory, making them more likely to be replicated in future presentations.

B. Gamification and Intrinsic Motivation

Many successful public speaking apps employ gamification techniques to maintain student engagement. These techniques transform the often tedious process of practice into an engaging, game-like experience. Elements such as progress bars, achievement badges, point systems, and level advancement tap into the brain’s reward circuits, releasing dopamine and creating positive associations with practice sessions.

Dr. Emily Rodriguez, a specialist in educational psychology at Cambridge University, explains that gamification works because it satisfies three fundamental psychological needs identified in Self-Determination Theory: autonomy, competence, and relatedness. “When students use these apps, they choose when and how to practice, which satisfies their need for autonomy. As they progress through levels and earn achievements, they develop a sense of competence. And when apps include social features that allow them to compare progress with peers or share achievements, they fulfill the need for relatedness,” she elaborates.

The competitive element introduced through leaderboards and challenges can be particularly motivating for certain personality types. However, research suggests that for gamification to be truly effective, it must be balanced carefully. Excessive competition can increase anxiety in some students, potentially counteracting the stress-reduction benefits that practice is meant to provide. The most successful apps allow users to choose whether to participate in competitive features, recognizing that intrinsic motivation – the desire to improve for personal satisfaction – is ultimately more sustainable than extrinsic motivation driven by external rewards.

Giao diện ứng dụng với tính năng gamification cho việc luyện tập kỹ năng thuyết trình công cộng

C. Desensitization Through Repeated Exposure

The phenomenon of speech anxiety or glossophobia is well-documented in psychological literature. Public speaking apps address this anxiety through a process known as systematic desensitization, a therapeutic technique originally developed for treating phobias. By allowing students to practice repeatedly in a safe, private environment, apps gradually reduce the fear response associated with public speaking.

Professor Linda Yamamoto from Kyoto University has extensively studied this process. Her research indicates that students who practice with apps an average of 15-20 minutes daily for four weeks show measurable decreases in cortisol levels – a biological marker of stress – when subsequently giving presentations in public. “The apps create a graduated exposure scenario,” Professor Yamamoto explains. “Students start by simply recording themselves, then progress to receiving analytical feedback, and eventually may use features that simulate audience presence. This step-by-step approach prevents the overwhelming anxiety that can occur when someone is thrown into a high-pressure presentation situation without adequate preparation.”

D. Self-Efficacy and the Observation Effect

The ability to record and review one’s own presentations addresses another important psychological concept: self-efficacy, or the belief in one’s ability to succeed in specific situations. Albert Bandura, the psychologist who developed self-efficacy theory, identified four sources of efficacy beliefs, one of which is vicarious experience – learning by observing others. Interestingly, watching recordings of oneself can function similarly to observing another person.

When students review their recorded practice sessions, they can objectively observe their performance, identifying both strengths and areas for improvement. This metacognitive awareness – thinking about one’s own thinking and performance – is essential for skill development. Apps that include progress tracking features amplify this effect by allowing students to compare current recordings with earlier attempts, providing concrete evidence of improvement. This tangible documentation of progress serves as a powerful motivator and strengthens belief in one’s ability to continue improving.

E. The Privacy Paradox

Paradoxically, the private nature of app-based practice may actually improve public performance. Social psychologists have long studied the spotlight effect – people’s tendency to overestimate how much others notice their appearance and behavior. This effect is particularly pronounced during public speaking, where presenters often believe their nervousness is far more apparent to the audience than it actually is.

By practicing with an app, students can make mistakes, experiment with different delivery styles, and refine their approach without fear of judgment. This psychological safety allows for more authentic learning and risk-taking. Research by Dr. Thomas Chen at the University of Toronto found that students who practiced primarily with apps before giving their first public presentation reported feeling that their classmates were less judgmental than anticipated, suggesting that extensive private practice had recalibrated their expectations and reduced their self-consciousness.

Questions 14-26

Questions 14-19

The passage has five sections, A-E.

Which section contains the following information?

Write the correct letter, A-E.

14. An explanation of how apps help reduce fear through gradual practice
15. Information about brain regions involved in receiving quick performance corrections
16. A discussion of how watching your own recordings helps improvement
17. Details about game-like features that keep students interested
18. An explanation of why practicing alone can improve public performance
19. Information about a researcher who used brain imaging technology

Questions 20-23

Do the following statements agree with the views of the writer in Passage 2?

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

20. Immediate feedback is more effective for learning than delayed feedback.
21. All students benefit equally from competitive features in public speaking apps.
22. Recording yourself is just as valuable as watching other people present.
23. Students who practice with apps believe their audiences notice their mistakes less.

Questions 24-26

Complete the summary below.

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

Public speaking apps use various psychological techniques to help students improve. According to Self-Determination Theory, gamification satisfies three basic needs, including 24. __, which is met when students can choose how to practice. Apps also use 25. __, a technique originally created for treating phobias, by letting students practice in a safe environment. Additionally, features that track progress help students develop 26. __, which is their belief in their own abilities.

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PASSAGE 3 – The Pedagogical Implications and Ethical Considerations of Algorithmic Speech Assessment

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The proliferation of algorithmic assessment tools within public speaking applications has precipitated a fundamental paradigm shift in pedagogical approaches to oral communication instruction. While the technological sophistication of these applications continues to advance at an exponential rate, their integration into educational frameworks raises complex questions about the nature of communication competence, the role of subjective judgment in skill evaluation, and the potential ramifications for educational equity and cultural inclusivity. These considerations demand rigorous scholarly examination as we navigate the increasingly blurred boundaries between human and artificial intelligence in educational contexts.

The Algorithmic Assessment Paradox

Contemporary public speaking applications employ sophisticated machine learning algorithms trained on vast datasets of speech samples to evaluate multiple dimensions of presentation performance. These dimensions typically include prosodic features such as pitch variation, speaking rate, and volume modulation, as well as linguistic elements including vocabulary diversity, grammatical complexity, and discourse coherence. More advanced systems incorporate computer vision to analyze nonverbal communication aspects such as gesture frequency, eye contact patterns, and postural dynamics.

The apparent objectivity of algorithmic assessment represents both its primary advantage and its most contentious limitation. Proponents argue that algorithmic systems eliminate the inconsistency and implicit bias that can characterize human evaluation. Research by computational linguist Dr. Rebecca Thornton at ETH Zurich demonstrated that human raters evaluating the same presentation on different occasions showed a variance of up to 15% in their scoring, whereas algorithmic assessments maintained consistency across repeated analyses. Furthermore, her research indicated that human evaluators’ scores were significantly influenced by extralinguistic factors such as the speaker’s physical appearance and perceived social status – variables that properly designed algorithms can be programmed to disregard.

However, critics contend that this supposed objectivity is illusory and potentially pernicious. Sociolinguist Professor James Morrison from the University of Edinburgh argues that algorithms inevitably encode the cultural assumptions and communicative norms of their designers and the datasets upon which they are trained. “When an algorithm is trained primarily on speeches delivered by native English speakers from Western contexts, it may inadvertently penalize speakers who employ rhetorical strategies valued in other cultural traditions,” Morrison explains. His research team analyzed three prominent public speaking apps and found that they consistently rated presentations incorporating collectivist framing and indirect argumentation – common in many Asian communication styles – lower than those employing the direct, individualistic approach characteristic of Anglo-American discourse conventions.

Minh họa trực quan về thuật toán phân tích và đánh giá kỹ năng nói của sinh viên

The Question of Communicative Authenticity

A more philosophical concern relates to whether algorithmically optimized presentations genuinely represent effective communication or merely constitute performances tailored to satisfy machine evaluation criteria. Communication theorist Dr. Samantha Lee from Stanford University has observed what she terms the “teaching to the algorithm” phenomenon, wherein students modify their natural speaking styles to achieve higher scores from apps, potentially at the expense of authentic expression and genuine audience connection.

Dr. Lee’s longitudinal study tracked 200 students over an academic year, half using public speaking apps intensively and half receiving traditional instruction. While the app-using group demonstrated superior performance on quantifiable metrics such as reduced filler words and more consistent pacing, they scored lower on qualitative assessments of emotional engagement and persuasiveness as rated by independent panels of communication professionals. “The students had become proficient at delivering technically correct presentations,” Dr. Lee notes, “but something intangible yet crucial – perhaps we might call it communicative presence or rhetorical authenticity – appeared diminished.”

This finding resonates with broader concerns in education about the potential for technology to privilege easily measurable outcomes while marginalizing more nuanced but equally important learning objectives. The reductionist tendency of algorithmic assessment – breaking communication into discrete, quantifiable components – may fail to capture the holistic, emergent qualities that characterize truly compelling public speaking. As philosopher of education Professor David Reynolds argues, “Communication is fundamentally an act of human meaning-making that occurs in the intersubjective space between speaker and audience. No algorithm, however sophisticated, can fully apprehend this phenomenological dimension.”

Equity Implications and the Digital Divide

The democratizing potential of affordable public speaking apps must be weighed against concerns about exacerbating existing inequalities. While apps may provide access to speech training for students who cannot afford professional coaching, they may simultaneously create new forms of disadvantage. Students without reliable smartphone access, adequate internet connectivity, or private spaces for practice may be unable to benefit from these tools, potentially falling behind peers who possess such resources.

Moreover, the effectiveness of app-based learning appears correlated with existing levels of educational privilege. Research by Dr. Maria Santos at the Brazilian Institute of Educational Research found that students from higher socioeconomic backgrounds derived significantly greater benefit from public speaking apps than their less privileged peers. Dr. Santos hypothesizes that this disparity stems from differences in digital literacy, metacognitive skills, and the capacity to translate app feedback into behavioral modifications – competencies that are themselves products of educational advantage.

The linguistic dimension of this equity concern is particularly salient. Most public speaking apps are optimized for standard varieties of English, potentially disadvantaging speakers of regional dialects, non-standard varieties, or those for whom English is an additional language. While some developers claim their algorithms can accommodate various accents, linguistic research suggests that speech recognition accuracy remains significantly lower for speakers of stigmatized language varieties, potentially providing less accurate feedback precisely to those students who might benefit most from additional speaking practice.

Toward a Hybrid Pedagogical Model

Rather than positioning algorithmic assessment as either educational panacea or peril, scholars increasingly advocate for hybrid approaches that leverage the strengths of both technological and human evaluation. Professor Katherine Williams from Oxford University proposes a “complementary assessment framework” wherein apps provide frequent, low-stakes practice opportunities with immediate technical feedback, while human instructors focus on higher-order aspects of communication such as argumentative sophistication, ethical reasoning, and audience adaptation strategies.

Such an approach requires reconceptualizing the role of communication instructors from primary evaluators to facilitators who help students contextualize and critically interpret algorithmic feedback. This pedagogical shift demands new forms of instructor training and curricular design that explicitly address the affordances and limitations of algorithmic tools. As Dr. Williams observes, “The question is not whether to use these technologies, but how to integrate them thoughtfully into pedagogical practices that remain grounded in humanistic values and social justice commitments.”

The trajectory of public speaking app development suggests that algorithmic sophistication will continue to increase, potentially addressing some current limitations. However, technological advancement alone cannot resolve the fundamental epistemological and ethical questions these tools raise about the nature of communication competence and the purposes of education. As we continue to integrate artificial intelligence into educational contexts, maintaining critical reflexivity about whose voices are amplified and whose are marginalized by these systems remains an imperative – one that requires ongoing dialogue among technologists, educators, students, and the broader communities these educational innovations ultimately serve.

Questions 27-40

Questions 27-30

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

27. According to Dr. Rebecca Thornton’s research, what advantage do algorithmic assessments have over human evaluation?
    A. They are faster at providing results
    B. They maintain consistent scores across multiple assessments
    C. They can evaluate more aspects of presentations
    D. They are less expensive to implement

28. What does Professor James Morrison suggest about public speaking apps?
    A. They are designed to disadvantage non-Western speakers
    B. They need larger training datasets
    C. They reflect the cultural values of their creators
    D. They should only be used by native English speakers

29. What did Dr. Samantha Lee’s study reveal about students who used apps intensively?
    A. They scored better on all types of assessments
    B. They spoke more naturally than other students
    C. They were technically proficient but less emotionally engaging
    D. They required less traditional instruction

30. According to Dr. Maria Santos’s research, which students benefit most from public speaking apps?
    A. Those with previous public speaking experience
    B. Those from higher socioeconomic backgrounds
    C. Those who practice more frequently
    D. Those learning English as an additional language

Questions 31-35

Complete the summary using the list of words/phrases, A-K, below.

Public speaking apps use 31. __ to evaluate various aspects of student presentations, including voice features and body language. While these systems appear to be objective, critics argue they actually contain 32. __ from their creators. The apps may also encourage students to focus on 33. __ rather than genuine communication. Additionally, there are concerns about 34. __ because students from disadvantaged backgrounds may not have the resources or skills to use these apps effectively. Experts now recommend a 35. __ that combines technology with human teaching.

A. cultural assumptions
B. immediate feedback
C. machine learning algorithms
D. educational equity
E. quantifiable metrics
F. hybrid approach
G. digital literacy
H. speech recognition
I. assessment criteria
J. human evaluation
K. professional coaching

Questions 36-40

Do the following statements agree with the claims of the writer in Passage 3?

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

36. Algorithms can completely eliminate all forms of bias in presentation assessment.
37. The most effective communication involves an element that algorithms cannot fully measure.
38. All public speaking apps currently offer equal accuracy for speakers of different language varieties.
39. Teachers should become facilitators who help students understand algorithmic feedback rather than primary evaluators.
40. Future technological improvements will solve all the ethical problems associated with algorithmic assessment.

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. FALSE
6. timer functions
7. insufficient clarity
8. introverted students
9. underprivileged communities
10. B
11. B
12. C
13. C

PASSAGE 2: Questions 14-26

14. C
15. A
16. D
17. B
18. E
19. A
20. YES
21. NO
22. NOT GIVEN
23. YES
24. autonomy
25. systematic desensitization
26. self-efficacy

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. C
32. A
33. E
34. D
35. F
36. NO
37. YES
38. NO
39. YES
40. NO

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: more than half, students, nervous, presentations
• Vị trí trong bài: Đoạn 1, dòng 2-3
• Giải thích: Bài viết nói “approximately 75% of students experience some level of anxiety” – 75% lớn hơn một nửa (more than half). Từ “anxiety” được paraphrase thành “feel nervous”. Đáp án là TRUE.

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: all, public speaking apps, artificial intelligence
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Bài viết nói “The most basic apps provide simple timer functions and recording capabilities” và “More sophisticated applications incorporate artificial intelligence”. Từ “more sophisticated” cho thấy chỉ một số app sử dụng AI, không phải tất cả (all). Đáp án là FALSE.

Câu 5: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Dr. Sarah Thompson, apps, better than, human instructors
• Vị trí trong bài: Đoạn 6, dòng 1-4
• Giải thích: Bài viết nói Dr. Thompson cho rằng “apps should not completely replace human feedback” và apps “cannot fully replicate the nuanced feedback that comes from a trained instructor”. Điều này mâu thuẫn với việc apps tốt hơn (better than) giáo viên. Đáp án là FALSE.

Câu 10: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: practicing with apps, better than, friends
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: Bài viết nói “Unlike practicing in front of a mirror, which can feel awkward, or rehearsing with friends, who may not provide honest feedback, apps offer a judgment-free environment”. Từ “may not provide honest feedback” được paraphrase thành “give more honest feedback” ở đáp án B.

Câu 13: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: new technology, developers, planning to add
• Vị trí trong bài: Đoạn 8, dòng 1
• Giải thích: Bài viết nói “developers are working on incorporating virtual reality (VR) features into public speaking apps”. “Virtual reality” chính là đáp án C.

Passage 2 – Giải Thích

Câu 14: C

• Dạng câu hỏi: Matching Information
• Từ khóa: reduce fear, gradual practice
• Vị trí trong bài: Section C – “Desensitization Through Repeated Exposure”
• Giải thích: Section C thảo luận về “systematic desensitization” và “graduated exposure scenario” – đây chính là việc giảm sợ hãi thông qua thực hành dần dần.

Câu 20: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: immediate feedback, more effective, delayed feedback
• Vị trí trong bài: Section A, đoạn 1
• Giải thích: Tác giả viết “Cognitive psychologists have long understood that the timing of feedback is crucial for effective learning. When feedback is immediate, the brain can more effectively create neural connections”. Đây là quan điểm đồng ý rằng phản hồi ngay lập tức hiệu quả hơn. Đáp án là YES.

Câu 21: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: all students, benefit equally, competitive features
• Vị trí trong bài: Section B, đoạn cuối
• Giải thích: Tác giả viết “Excessive competition can increase anxiety in some students” và “The competitive element…can be particularly motivating for certain personality types”. Điều này cho thấy không phải tất cả sinh viên đều được lợi như nhau (not equally). Đáp án là NO.

Câu 24: autonomy

• Dạng câu hỏi: Summary Completion
• Từ khóa: Self-Determination Theory, three basic needs
• Vị trí trong bài: Section B, đoạn 2
• Giải thích: Bài viết liệt kê ba nhu cầu: “autonomy, competence, and relatedness”. Câu sau nói về việc sinh viên “choose when and how to practice, which satisfies their need for autonomy”.

Câu 26: self-efficacy

• Dạng câu hỏi: Summary Completion
• Từ khóa: belief in their own abilities
• Vị trí trong bài: Section D, đoạn 1
• Giải thích: Bài viết định nghĩa “self-efficacy” là “the belief in one’s ability to succeed in specific situations” – chính xác là “belief in their own abilities”.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Dr. Rebecca Thornton, advantage, algorithmic assessments
• Vị trí trong bài: Đoạn 2, dòng 5-8
• Giải thích: Bài viết nói “human raters…showed a variance of up to 15% in their scoring, whereas algorithmic assessments maintained consistency across repeated analyses”. “Maintained consistency” = “maintain consistent scores”. Đáp án là B.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Professor James Morrison, suggest, apps
• Vị trí trong bài: Đoạn 3, dòng 3-5
• Giải thích: Morrison nói “algorithms inevitably encode the cultural assumptions and communicative norms of their designers”. “Cultural assumptions” = “cultural values”, “designers” = “creators”. Đáp án là C.

Câu 36: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: algorithms, completely eliminate, all forms of bias
• Vị trí trong bài: Đoạn 3, dòng 1-2
• Giải thích: Tác giả viết “critics contend that this supposed objectivity is illusory” và giải thích algorithms “inevitably encode the cultural assumptions”. Điều này mâu thuẫn với việc loại bỏ hoàn toàn mọi thiên kiến. Đáp án là NO.

Câu 37: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: effective communication, element, algorithms cannot measure
• Vị trí trong bài: Đoạn 5-6
• Giải thích: Tác giả trích dẫn Professor Reynolds nói “Communication is fundamentally an act of human meaning-making…No algorithm, however sophisticated, can fully apprehend this phenomenological dimension”. Đây là quan điểm đồng ý. Đáp án là YES.

Câu 40: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: future technological improvements, solve all ethical problems
• Vị trí trong bài: Đoạn cuối, dòng 1-3
• Giải thích: Tác giả viết “The trajectory…suggests that algorithmic sophistication will continue to increase, potentially addressing some current limitations. However, technological advancement alone cannot resolve the fundamental epistemological and ethical questions”. “Cannot resolve” mâu thuẫn với “solve all”. Đáp án là NO.

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5. Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
anxiety	n	/æŋˈzaɪəti/	sự lo lắng, căng thẳng	Students experience anxiety when presenting	speech anxiety, experience anxiety
advent	n	/ˈædvent/	sự xuất hiện, sự đến	The advent of smartphone technology	the advent of technology
sophisticated	adj	/səˈfɪstɪkeɪtɪd/	phức tạp, tinh vi	More sophisticated applications	sophisticated technology, sophisticated system
artificial intelligence	n	/ˌɑːtɪˌfɪʃəl ɪnˈtelɪdʒəns/	trí tuệ nhân tạo	Apps incorporate artificial intelligence	artificial intelligence technology
immediate feedback	n	/ɪˈmiːdiət ˈfiːdbæk/	phản hồi ngay lập tức	Apps provide immediate feedback	provide immediate feedback, receive immediate feedback
insufficient	adj	/ˌɪnsəˈfɪʃənt/	không đủ, thiếu	Speaking with insufficient clarity	insufficient evidence, insufficient funds
introverted	adj	/ˈɪntrəvɜːtɪd/	hướng nội	Particularly valuable for introverted students	introverted personality, introverted people
nuanced	adj	/ˈnjuːɑːnst/	tinh tế, vi diệu	Cannot replicate the nuanced feedback	nuanced understanding, nuanced approach
judgment-free	adj	/ˈdʒʌdʒmənt friː/	không phán xét	Apps offer a judgment-free environment	judgment-free zone, judgment-free space
supplementary	adj	/ˌsʌplɪˈmentəri/	bổ sung, phụ trợ	Recommend apps as supplementary resources	supplementary materials, supplementary information
democratized	v	/dɪˈmɒkrətaɪzd/	dân chủ hóa, phổ cập	Apps have democratized access	democratize access, democratize education
hybrid	adj	/ˈhaɪbrɪd/	kết hợp, lai	Creating a hybrid learning model	hybrid model, hybrid approach

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
cognitive	adj	/ˈkɒɡnətɪv/	thuộc về nhận thức	Cognitive behavioral theory	cognitive psychology, cognitive skills
neural connections	n	/ˈnjʊərəl kəˈnekʃənz/	kết nối thần kinh	Brain creates neural connections	create neural connections, form neural connections
real-time	adj	/ˌrɪəl ˈtaɪm/	thời gian thực	Analyzing speech patterns in real-time	real-time feedback, real-time analysis
prefrontal cortex	n	/ˌpriːˈfrʌntəl ˈkɔːteks/	vỏ não trước trán	Activity in the prefrontal cortex	prefrontal cortex region
consolidation	n	/kənˌsɒlɪˈdeɪʃən/	sự củng cố	Learning and memory consolidation	memory consolidation, knowledge consolidation
gamification	n	/ˌɡeɪmɪfɪˈkeɪʃən/	trò chơi hóa	Apps employ gamification techniques	gamification strategies, gamification elements
intrinsic motivation	n	/ɪnˌtrɪnsɪk ˌməʊtɪˈveɪʃən/	động lực nội tại	Intrinsic motivation is more sustainable	intrinsic motivation vs extrinsic
extrinsic motivation	n	/ekˌstrɪnsɪk ˌməʊtɪˈveɪʃən/	động lực bên ngoài	Motivation driven by external rewards	extrinsic rewards, extrinsic factors
desensitization	n	/diːˌsensɪtaɪˈzeɪʃən/	sự giảm nhạy cảm	Process of systematic desensitization	systematic desensitization, desensitization therapy
cortisol	n	/ˈkɔːtɪsɒl/	cortisol (hormone căng thẳng)	Decreases in cortisol levels	cortisol levels, stress hormone cortisol
self-efficacy	n	/ˌself ˈefɪkəsi/	tự tin vào năng lực bản thân	Building self-efficacy beliefs	develop self-efficacy, self-efficacy theory
metacognitive	adj	/ˌmetəˈkɒɡnətɪv/	siêu nhận thức	Metacognitive awareness is essential	metacognitive skills, metacognitive strategies
spotlight effect	n	/ˈspɒtlaɪt ɪˌfekt/	hiệu ứng ánh đèn sân khấu	Psychologists have studied the spotlight effect	spotlight effect phenomenon
recalibrated	v	/ˌriːˈkælɪbreɪtɪd/	hiệu chỉnh lại	Practice had recalibrated their expectations	recalibrate expectations, recalibrate approach

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
proliferation	n	/prəˌlɪfəˈreɪʃən/	sự gia tăng nhanh	Proliferation of algorithmic assessment tools	proliferation of technology, rapid proliferation
paradigm shift	n	/ˈpærədaɪm ʃɪft/	sự thay đổi mô hình	Precipitated a paradigm shift	paradigm shift in education
pedagogical	adj	/ˌpedəˈɡɒdʒɪkəl/	thuộc về sư phạm	Pedagogical approaches to instruction	pedagogical methods, pedagogical framework
ramifications	n	/ˌræmɪfɪˈkeɪʃənz/	hệ quả, tác động	Potential ramifications for equity	ramifications of decisions, serious ramifications
prosodic	adj	/prəˈsɒdɪk/	thuộc về âm vận	Prosodic features such as pitch	prosodic features, prosodic patterns
contend	v	/kənˈtend/	tranh luận, khẳng định	Critics contend that objectivity is illusory	contend with issues, contend that
encode	v	/ɪnˈkəʊd/	mã hóa, nhúng vào	Algorithms encode cultural assumptions	encode information, encode bias
pernicious	adj	/pəˈnɪʃəs/	có hại, độc hại	Objectivity is potentially pernicious	pernicious effects, pernicious influence
constitute	v	/ˈkɒnstɪtjuːt/	cấu thành	Merely constitute performances	constitute a problem, constitute evidence
longitudinal study	n	/ˌlɒndʒɪˈtjuːdɪnəl ˈstʌdi/	nghiên cứu dọc	Dr. Lee’s longitudinal study	conduct longitudinal study
intangible	adj	/ɪnˈtændʒəbəl/	vô hình, khó nắm bắt	Something intangible yet crucial	intangible qualities, intangible benefits
reductionist	adj	/rɪˈdʌkʃənɪst/	theo chủ nghĩa giản đơn hóa	The reductionist tendency	reductionist approach, reductionist view
exacerbate	v	/ɪɡˈzæsəbeɪt/	làm trầm trọng thêm	Concerns about exacerbating inequalities	exacerbate problems, exacerbate tensions
salient	adj	/ˈseɪliənt/	nổi bật, đáng chú ý	The linguistic dimension is particularly salient	salient features, salient points
panacea	n	/ˌpænəˈsiːə/	thuốc chữa bá bệnh	Not positioning as panacea	panacea for problems, universal panacea
leverage	v	/ˈliːvərɪdʒ/	tận dụng	Leverage the strengths of both	leverage technology, leverage resources
affordances	n	/əˈfɔːdənsɪz/	khả năng, tiềm năng	Address the affordances and limitations	technological affordances
reflexivity	n	/ˌriːflekˈsɪvəti/	tính phản tư	Maintaining critical reflexivity	critical reflexivity, reflexivity in research

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Kết bài

Chủ đề public speaking apps for student presentations không chỉ phản ánh xu hướng số hóa giáo dục hiện đại mà còn kết hợp nhiều khía cạnh mà IELTS Reading thường kiểm tra: công nghệ, tâm lý học, giáo dục và các vấn đề xã hội. Qua bài thi mẫu này, bạn đã được luyện tập với ba passages có độ khó tăng dần một cách tự nhiên, từ bài đọc thông tin cơ bản đến những phân tích học thuật sâu sắc và phức tạp.

Ba passages trong đề thi đã cung cấp đầy đủ các độ khó tương ứng với band điểm từ 5.0 đến 9.0, giúp bạn tự đánh giá trình độ hiện tại và xác định những kỹ năng cần cải thiện. Passage 1 tập trung vào thông tin rõ ràng và dễ xác định; Passage 2 yêu cầu hiểu biết sâu hơn về các khái niệm tâm lý học; còn Passage 3 đòi hỏi khả năng phân tích các luận điểm phức tạp và suy luận ở mức độ cao.

Đáp án chi tiết kèm giải thích đã chỉ ra cách xác định từ khóa, tìm vị trí thông tin trong bài và nhận biết paraphrase – ba kỹ năng then chốt để đạt band điểm cao trong IELTS Reading. Đặc biệt, phần từ vựng được tổng hợp theo từng passage sẽ giúp bạn xây dựng vốn từ học thuật cần thiết cho kỳ thi.

Hãy sử dụng đề thi này như một công cụ đánh giá thực tế, thực hiện đúng thời gian quy định cho mỗi passage và phân tích kỹ những câu trả lời sai để rút kinh nghiệm. Chúc bạn học tập hiệu quả và đạt được band điểm mục tiêu trong kỳ thi IELTS sắp tới!