IELTS Reading: Tác Động Của Học Tập Hợp Tác – Đề Thi Mẫu Có Đáp Án Chi Tiết

Học tập hợp tác (collaborative learning) đã trở thành một chủ đề phổ biến trong các đề thi IELTS Reading những năm gần đây, đặc biệt trong phần thi Academic. Chủ đề này thường xuất hiện dưới dạng các bài đọc về giáo dục, phương pháp học tập, và phát triển kỹ năng xã hội. Với hơn 20 năm kinh nghiệm giảng dạy IELTS, tôi nhận thấy nhiều học viên Việt Nam gặp khó khăn với loại bài đọc này do từ vựng học thuật và các khái niệm giáo dục phức tạp.

Bài viết này sẽ cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages tăng dần độ khó, từ mức Easy (Band 5.0-6.5) đến Hard (Band 7.0-9.0). Bạn sẽ được thực hành với 40 câu hỏi đa dạng giống như thi thật, bao gồm True/False/Not Given, Multiple Choice, Matching Headings và nhiều dạng khác. Mỗi câu hỏi đều có đáp án chi tiết kèm giải thích vị trí trong bài và kỹ thuật paraphrase. Bên cạnh đó, bạn sẽ học được hơn 40 từ vựng quan trọng về chủ đề giáo dục và học tập.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, đặc biệt là những ai đang hướng tới band 6.5-7.5 và cần rèn luyện kỹ năng đọc hiểu với chủ đề giáo dục học thuật.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

Phần thi IELTS Reading kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính là 1 điểm, không có điểm âm cho câu trả lời sai. Độ khó của các passages tăng dần từ Passage 1 đến Passage 3.

Phân bổ thời gian khuyến nghị:

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

Lưu ý rằng bạn cần tự quản lý thời gian vì không có thời gian bổ sung để chuyển đáp án sang phiếu trả lời. Tất cả đáp án phải được điền trực tiếp vào Answer Sheet trong 60 phút.

Các Dạng Câu Hỏi Trong Đề Này

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

1. True/False/Not Given – Xác định thông tin trong bài đọc
2. Multiple Choice – Chọn đáp án đúng từ các lựa chọn
3. Matching Headings – Ghép tiêu đề với đoạn văn
4. Sentence Completion – Hoàn thiện câu với thông tin từ bài
5. Matching Features – Ghép đặc điểm với người/khái niệm
6. Summary Completion – Điền từ vào tóm tắt
7. Short-answer Questions – Trả lời ngắn câu hỏi

IELTS Reading Practice Test

PASSAGE 1 – The Foundations of Collaborative Learning

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

A Collaborative learning has become an increasingly popular approach in educational settings worldwide. This pedagogical method involves students working together in small groups to achieve shared learning goals, rather than competing individually for grades. The concept is not entirely new; its roots can be traced back to ancient Greek philosophers who believed that knowledge is constructed through social interaction and dialogue. However, modern educational research has provided substantial evidence supporting the effectiveness of this approach in improving student outcomes.

B One of the primary advantages of collaborative learning is that it helps students develop critical thinking skills. When students work together on a problem, they are exposed to different perspectives and approaches. This exposure encourages them to question their own assumptions and consider alternative solutions. For instance, in a mathematics class, one student might solve a problem using algebraic methods while another might use geometric visualization. By discussing these different approaches, both students gain a deeper understanding of the underlying concepts. Research conducted by Johnson and Johnson in 2019 found that students engaged in collaborative activities scored 15% higher on critical thinking assessments compared to those who studied individually.

C Another significant benefit is the enhancement of communication skills. In traditional classroom settings, students often remain passive listeners, rarely engaging in meaningful dialogue with peers. Collaborative learning, however, requires students to articulate their thoughts, listen to others, and negotiate meaning collectively. These interactions mirror real-world professional environments where teamwork and effective communication are essential. A study published in the Journal of Educational Psychology demonstrated that students who participated in collaborative learning activities showed marked improvement in both verbal and written communication skills over a single academic year.

D The development of social skills is another crucial outcome of collaborative learning. Working in groups teaches students important lessons about cooperation, conflict resolution, and empathy. Students learn to appreciate diverse viewpoints and understand that disagreement can be productive rather than destructive. They also develop leadership qualities as they take turns guiding group discussions and managing tasks. Educational psychologist Maria Torres emphasizes that these social competencies are just as important as academic knowledge in determining future success, both in higher education and professional careers.

E However, implementing collaborative learning effectively requires careful planning by educators. Simply placing students in groups without proper structure or guidance often leads to unequal participation, where some students dominate discussions while others remain silent. Teachers must establish clear ground rules, assign specific roles to group members, and provide scaffolding to ensure all students contribute meaningfully. Additionally, assessment methods need to be adapted to evaluate both individual contributions and group achievements. Many educators now use a combination of peer assessment, self-reflection, and teacher observation to grade collaborative projects fairly.

F The physical learning environment also plays a vital role in facilitating collaboration. Traditional classroom layouts with rows of desks facing the teacher are not conducive to group work. Modern educational spaces increasingly feature flexible furniture arrangements that can be easily reconfigured to support various collaborative activities. Some schools have invested in specialized collaboration zones equipped with whiteboards, digital displays, and comfortable seating that encourages extended group discussions. Research from the University of Melbourne found that students in flexible learning spaces participated more actively in collaborative tasks and reported higher levels of engagement.

G Technology has opened new possibilities for collaborative learning beyond the physical classroom. Online collaboration platforms such as Google Workspace, Microsoft Teams, and specialized educational software enable students to work together synchronously or asynchronously, regardless of their geographic location. These tools are particularly valuable for group projects that require coordination outside class hours. During the COVID-19 pandemic, many educators discovered that virtual collaboration could be just as effective as face-to-face interaction when properly facilitated. Students could share documents, provide feedback, and engage in video discussions, maintaining the collaborative spirit despite physical distance.

H Despite its many advantages, collaborative learning is not without challenges. Cultural differences can affect how students interact in groups; some cultures emphasize individual achievement over collective success, which can create tensions in collaborative settings. Additionally, assessment anxiety may arise when students’ grades depend partly on their peers’ performance. Educators must be sensitive to these concerns and provide support to help students adapt to collaborative methods. It is also important to balance collaborative and individual learning activities, as some students genuinely learn better through independent study and should not be forced exclusively into group work scenarios.

Questions 1-6

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. The concept of collaborative learning was first developed in the 21st century.
2. Students engaged in collaborative activities performed better on critical thinking tests than individual learners.
3. Collaborative learning helps students improve their communication abilities.
4. All students naturally contribute equally in collaborative learning environments.
5. Flexible classroom furniture supports collaborative learning more effectively than traditional desk arrangements.
6. Virtual collaboration is always more effective than face-to-face group work.

Questions 7-10

Complete the sentences below.

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

7. When working collaboratively, students must learn how to resolve __ within their groups.
8. Teachers should provide __ to ensure that all students participate meaningfully in group activities.
9. Some schools have created special __ with equipment designed for group discussions.
10. __ may occur when students worry that their grades depend on how well their classmates perform.

Questions 11-13

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

11. According to paragraph B, students gain deeper understanding when they:

    • A) compete against each other for grades
    • B) discuss different problem-solving methods
    • C) study independently without distractions
    • D) focus only on algebraic solutions

12. The passage suggests that social skills developed through collaboration are:

    • A) less important than academic knowledge
    • B) only useful in educational settings
    • C) equally important as academic achievement
    • D) unnecessary for professional success

13. What does the passage say about technology and collaborative learning?

    • A) It completely replaces the need for physical classrooms
    • B) It only works for students in the same location
    • C) It proved ineffective during the COVID-19 pandemic
    • D) It enables collaboration regardless of student location

Sinh viên đang thực hành học tập hợp tác trong lớp học hiện đại với IELTS Reading

---

PASSAGE 2 – Measuring the Effectiveness of Collaborative Learning

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

A The growing prevalence of collaborative learning in educational institutions has prompted researchers to develop sophisticated methods for evaluating its impact on student performance. Unlike traditional pedagogical approaches where success can be measured through standardized test scores, collaborative learning presents unique challenges for assessment. Educators and researchers must consider not only academic achievement but also the development of interpersonal competencies, problem-solving abilities, and metacognitive skills that emerge through group interaction. This multidimensional nature of learning outcomes has led to the evolution of comprehensive evaluation frameworks that attempt to capture the full spectrum of benefits associated with collaborative pedagogy.

B Quantitative studies have consistently demonstrated positive correlations between collaborative learning and academic performance. A meta-analysis conducted by Kyndt et al. examining over 65 research papers found that students participating in collaborative learning environments achieved, on average, 0.73 standard deviations higher on academic assessments compared to control groups engaged in traditional instruction. This effect size is considered substantial in educational research and suggests that collaborative approaches produce tangible improvements in knowledge acquisition and retention. However, critics argue that such statistical aggregations may obscure important variations in effectiveness across different subject areas, age groups, and implementation qualities.

C The impact of collaborative learning appears to vary significantly depending on the academic discipline. In STEM fields (Science, Technology, Engineering, and Mathematics), collaborative problem-solving has shown particularly strong benefits. Research by Freeman et al. analyzing 225 studies found that undergraduate STEM students in collaborative learning sections were 1.5 times more likely to pass courses compared to those in traditional lecture-based classes. The researchers attributed this success to the way collaborative approaches mirror authentic scientific practice, where professionals regularly work in teams to solve complex problems. Similarly, tương tự như cultural influences on educational technology adoption, the implementation effectiveness varies across different educational contexts. Conversely, in humanities disciplines, while collaborative learning still produced positive outcomes, the magnitude of improvement was more modest, possibly because these fields traditionally already incorporate more discussion-based pedagogies.

D Longitudinal studies tracking students over extended periods have revealed that the benefits of collaborative learning extend beyond immediate academic performance. A ten-year study following 2,400 students from secondary school through early careers found that those who experienced regular collaborative learning showed superior career progression and higher job satisfaction rates. These students reported greater confidence in teamwork situations, more effective communication with colleagues, and enhanced ability to navigate complex organizational dynamics. Economists have estimated that these soft skills, developed through collaborative learning experiences, contribute to a 12-18% wage premium over the course of a career compared to individuals with equivalent technical qualifications but less developed collaborative competencies.

E The effectiveness of collaborative learning is heavily influenced by the quality of implementation. Not all group work constitutes genuine collaboration; poorly designed activities can devolve into situations where one or two students complete the work while others contribute minimally. Research by Gillies identifies several critical factors that distinguish effective collaborative learning from superficial group work. These include positive interdependence (where students genuinely need each other to succeed), individual accountability mechanisms, explicit instruction in collaborative skills, and regular opportunities for group processing and reflection. When these elements are present, collaborative learning produces the documented benefits; when absent, outcomes may be no better than traditional instruction, or potentially worse if students develop negative attitudes toward group work.

F The assessment methods used in collaborative learning environments significantly impact both student behavior and learning outcomes. Traditional grading systems designed for individual achievement often conflict with collaborative goals, potentially creating perverse incentives where students view peers as competitors rather than partners. Progressive educators have experimented with alternative assessment approaches including peer evaluation, contribution portfolios, and differentiated grading that accounts for both individual and collective achievements. A study published in Assessment & Evaluation in Higher Education found that courses implementing comprehensive collaborative assessment systems showed 23% higher student engagement and 17% better knowledge retention compared to courses using conventional individual examinations alone.

G Technology integration has introduced new dimensions to measuring collaborative learning effectiveness. Learning analytics platforms can now track detailed interaction patterns within digital collaborative environments, providing insights into contribution equity, dialogue quality, and knowledge construction processes. For instance, natural language processing algorithms can analyze the sophistication of arguments students present during online discussions, while network analysis tools can visualize communication patterns to identify isolated students or overly dominant participants. Research by Knight and Littleton demonstrates that such data-driven approaches enable educators to provide timely interventions and support, ultimately enhancing collaborative outcomes. The intersection of these technological innovations with how online platforms foster cross-cultural peer learning has created unprecedented opportunities for global collaborative learning experiences.

H Cultural context emerges as a crucial variable influencing collaborative learning effectiveness. Studies comparing collaborative learning outcomes across different national and cultural contexts reveal significant variations. Research by Volet and Ang found that students from collectivist cultural backgrounds (common in many Asian societies) sometimes experienced challenges when collaborative activities emphasized open disagreement and debate, as these behaviors conflicted with cultural values prioritizing harmony and deference to authority. Conversely, students from individualistic cultures (prevalent in Western nations) occasionally struggled with the interdependence required for effective collaboration, initially preferring autonomous work. These findings underscore the importance of culturally responsive pedagogy that adapts collaborative learning approaches to align with students’ cultural frameworks while gradually expanding their collaborative repertoires.

I Despite the substantial body of evidence supporting collaborative learning, implementation remains inconsistent across educational institutions. A survey of 3,500 teachers found that while 89% believed collaborative learning was valuable, only 34% regularly implemented it in their classrooms. Barriers to adoption included lack of training in facilitation techniques, concerns about curriculum coverage, difficulties with classroom management, and pressures from standardized testing regimes that prioritize individual achievement. Educational policy experts argue that realizing the full potential of collaborative learning requires systemic changes including teacher professional development, curriculum redesign, and assessment reform that recognizes collaborative competencies as legitimate educational outcomes alongside traditional academic knowledge.

Questions 14-19

Passage 2 has nine paragraphs, A-I.

Which paragraph contains the following information?

Write the correct letter, A-I.

14. A comparison of collaborative learning effectiveness across different academic subjects
15. Information about how digital tools can monitor student participation in collaborative activities
16. Long-term professional benefits for students who experienced collaborative learning
17. The percentage of teachers who actually use collaborative learning regularly
18. Statistical evidence showing improved pass rates in science-related courses
19. Factors that distinguish successful collaboration from ineffective group work

Questions 20-23

Complete the summary below.

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

Collaborative learning requires different assessment methods than traditional education. Researchers have found that using only conventional individual tests can create (20) __ that make students see their classmates as competitors. Some educators now use (21) __ where students evaluate each other’s contributions. Studies show that courses with comprehensive collaborative assessment systems demonstrate higher levels of student (22) __ and better (23) __ compared to courses with only traditional examinations.

Questions 24-26

Choose THREE letters, A-G.

Which THREE of the following are mentioned as challenges to implementing collaborative learning?

A) Students’ lack of interest in group work
B) Insufficient teacher training in facilitation methods
C) Pressure from standardized testing systems
D) Shortage of classroom space
E) Parental opposition to modern teaching methods
F) Difficulties with managing classroom behavior
G) Limited availability of textbooks

---

PASSAGE 3 – Theoretical Frameworks and Future Directions in Collaborative Learning Research

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

A The theoretical underpinnings of collaborative learning draw from multiple epistemological traditions, each offering distinct perspectives on how knowledge construction occurs through social interaction. Vygotsky’s sociocultural theory posits that cognitive development is fundamentally a social process, with learning occurring first on the interpsychological plane (between individuals) before being internalized at the intrapsychological level (within the individual). This dialectical relationship between social interaction and individual cognition provides a foundational justification for collaborative pedagogy. Vygotsky’s concept of the Zone of Proximal Development (ZPD) is particularly salient; it suggests that learners can achieve higher levels of understanding when working with more capable peers than they could reach independently. Collaborative learning environments deliberately create opportunities for students to operate within each other’s ZPDs, facilitating cognitive growth through peer scaffolding and distributed cognition.

B Constructivist theories, particularly those articulated by Piaget and later elaborated by von Glasersfeld, emphasize that knowledge cannot be passively transmitted but must be actively constructed by learners. Collaborative learning aligns with this epistemology by creating situations where students must articulate, defend, and sometimes revise their understanding through discourse with peers. The cognitive conflict that emerges when students encounter contradictory viewpoints serves as a catalyst for conceptual change and deeper learning. However, neo-Piagetian scholars caution that such conflicts are only productive when they occur within an appropriate developmental window; epistemic mismatches that are too extreme may result in confusion rather than growth. This theoretical tension highlights the importance of pedagogical design that carefully calibrates the heterogeneity of collaborative groups.

C More recently, situated learning theory and communities of practice frameworks have provided additional theoretical lenses for understanding collaborative learning. Lave and Wenger’s work emphasizes that learning is inherently situated in authentic contexts and social relationships. From this perspective, knowledge is not merely cognitive content to be acquired but rather participation in social practices within communities. Collaborative learning environments, when designed as legitimate peripheral participation structures, allow novice learners to engage with disciplinary practices in progressively more central roles. This theoretical approach has influenced the development of problem-based learning and project-based learning pedagogies, where collaboration occurs around authentic, complex tasks that mirror professional practice rather than artificial academic exercises.

D The emergence of computer-supported collaborative learning (CSCL) has necessitated expansion of traditional collaborative learning theory to account for technology-mediated interaction. Researchers like Stahl, Koschmann, and Suthers argue that CSCL environments create qualitatively different collaborative possibilities compared to face-to-face settings. Persistent digital artifacts (such as shared documents or discussion threads) make collaborative knowledge-building processes visible and revisable in ways that ephemeral spoken conversation does not. Furthermore, asynchronous communication modes allow for more deliberative, reflective contributions compared to the real-time demands of face-to-face discussion. However, the loss of non-verbal cues and social presence in digital environments can impede the development of trust and interpersonal cohesion necessary for effective collaboration. Contemporary CSCL research increasingly focuses on hybrid models that strategically combine face-to-face and digital interaction to optimize collaborative outcomes, an approach that aligns with the role of AI in improving productivity in educational contexts.

E Neurological research employing functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) is beginning to reveal the neural mechanisms underlying collaborative learning, adding a biological dimension to previously psychological and sociological theories. Studies by Dikker et al. have demonstrated neural synchrony (alignment of brain activity patterns) among students engaged in collaborative learning, with higher levels of synchrony correlating with better learning outcomes and greater social cohesion. This phenomenon, termed brain-to-brain coupling, suggests that effective collaboration involves not just behavioral coordination but also neurophysiological attunement. Additionally, research has identified activation in brain regions associated with theory of mind (understanding others’ mental states) and executive function during collaborative problem-solving, indicating that collaboration simultaneously demands and develops these cognitive capacities. These findings provide neurobiological validation for behavioral observations about collaborative learning’s benefits while opening new questions about how pedagogical design might optimize neural engagement.

F The scalability challenges associated with collaborative learning present both practical and theoretical dilemmas. While the efficacy of small-group collaboration is well-established, extending collaborative approaches to massive open online courses (MOOCs) and other large-scale educational contexts has proven problematic. Research by Kizilcec and Brooks found that collaborative elements in MOOCs frequently suffered from the social loafing phenomenon, where individual accountability diminishes in large groups, and coordination costs that overwhelmed potential benefits. Some researchers advocate for hierarchical collaboration structures where nested groups of varying sizes enable both intimate working relationships and exposure to diverse perspectives from a broader community. Others propose algorithmically-formed groups based on complementary skills or heterogeneous knowledge profiles to optimize collaborative potential. However, critics argue that such engineered approaches may sacrifice the organic community development that characterizes successful grassroots collaborative learning.

G Equity concerns have emerged as a critical focus in contemporary collaborative learning research. While proponents argue that collaboration can democratize learning opportunities by distributing expertise, empirical evidence reveals that status hierarchies often replicate themselves within collaborative groups. Students with higher perceived competence or dominant social identities frequently exert disproportionate influence, while marginalized students may experience stereotype threat that inhibits their participation. Cohen’s work on complex instruction offers one response to these dynamics, deliberately structuring tasks to require multiple abilities and publicly recognizing diverse contributions to disrupt status effects. Additionally, researchers emphasize the importance of developing students’ collaborative capital—the knowledge, skills, and dispositions necessary to participate effectively in collaborative learning—which may be unevenly distributed along lines of race, class, gender, and linguistic background. Addressing these inequities requires not merely implementing collaborative pedagogy but also explicit attention to inclusive facilitation practices and critical consciousness about power dynamics. This perspective shares common ground with discussions about multilingual education importance in creating equitable learning environments.

H Looking forward, several emerging research directions promise to deepen understanding of collaborative learning. Multimodal learning analytics combining physiological sensors, eye-tracking, and discourse analysis may provide unprecedentedly rich data about collaborative processes, enabling identification of interaction patterns associated with optimal learning. The integration of artificial intelligence as a pedagogical agent within collaborative groups raises fascinating questions about human-AI collaboration and whether AI partners might provide some benefits of peer learning without certain human complications. Research on virtual reality and augmented reality collaborative environments explores how immersive technologies might enhance presence and engagement in geographically distributed teams, particularly relevant in an increasingly globalized educational landscape that mirrors cultural impacts of digital communication on traditional practices.

I However, as collaborative learning research advances, it faces important methodological challenges and epistemological questions. The situated complexity of collaborative learning—deeply embedded in specific social, cultural, and institutional contexts—resists the reductionist tendencies of traditional experimental research. Many scholars advocate for design-based research approaches that iteratively develop and refine collaborative learning innovations within authentic settings, prioritizing ecological validity over experimental control. Others emphasize critical ethnographic methods that examine how collaborative learning intersects with broader systems of educational stratification and social reproduction. Resolving tensions between positivist demands for generalizable findings and interpretivist recognition of contextual particularity remains an ongoing challenge. Ultimately, advancing collaborative learning research requires methodological pluralism that acknowledges the legitimacy of diverse research paradigms while maintaining rigorous standards for evidence and argumentation.

J The proliferation of collaborative learning research and practice also invites philosophical reflection on the purposes of education. If traditional education emphasized individual knowledge acquisition and competitive achievement, collaborative approaches foreground collective intelligence and communal success. This shift resonates with emerging social and economic realities where complex problems increasingly require interdisciplinary teams and networked expertise rather than individual genius. Yet questions remain about whether education should primarily prepare students for existing social structures or cultivate capacities to critique and transform those structures. Collaborative learning’s emphasis on consensus-building and harmonious cooperation might inadvertently socialize students into conformity, potentially suppressing the critical dissent and creative deviance that drive innovation and social progress. Navigating these tensions requires ongoing dialogue among educators, researchers, policymakers, and students about the values and visions that should guide educational practice in an uncertain future.

Nghiên cứu khoa học về tác động của học tập hợp tác đối với kết quả học tập IELTS

Questions 27-31

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

27. According to Vygotsky’s theory mentioned in paragraph A:

    • A) Learning is an exclusively individual mental process
    • B) Social interaction precedes individual cognitive development
    • C) Students should always work independently
    • D) Peer scaffolding is less effective than teacher instruction

28. Neo-Piagetian scholars suggest that cognitive conflict is only beneficial when:

    • A) it completely confuses the learners
    • B) students already know all the answers
    • C) the developmental gap is appropriate
    • D) there is no teacher supervision

29. What does situated learning theory emphasize about knowledge?

    • A) It is purely theoretical content
    • B) It involves participation in social practices
    • C) It can be easily transmitted through lectures
    • D) It is unrelated to authentic contexts

30. Research on brain activity during collaboration reveals:

    • A) no significant neural changes occur
    • B) brain patterns become synchronized among participants
    • C) collaboration decreases brain function
    • D) students’ brains work independently

31. The passage suggests that AI integration in collaborative learning:

    • A) completely replaces human interaction
    • B) has no educational value
    • C) raises questions about human-AI collaboration benefits
    • D) is impossible to implement

Questions 32-36

Complete each sentence with the correct ending, A-H, below.

32. Vygotsky’s Zone of Proximal Development
33. Computer-supported collaborative learning environments
34. Status hierarchies within collaborative groups
35. Multimodal learning analytics
36. Design-based research approaches

A can replicate social inequalities and marginalize certain students.

B may combine physiological sensors and discourse analysis for richer data.

C describes the gap between independent and assisted performance levels.

D always produce worse outcomes than traditional methods.

E create persistent digital artifacts that enable reflection.

F completely eliminate the need for teacher involvement.

G develop collaborative innovations iteratively within authentic settings.

H rely exclusively on standardized testing.

Questions 37-40

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

37. Collaborative learning research has definitively resolved all methodological challenges.

38. Traditional experimental research methods may not fully capture the complexity of collaborative learning.

39. All educators agree that collaborative learning is superior to individual study in every subject.

40. Collaborative learning’s emphasis on consensus might potentially suppress critical thinking and innovation.

---

Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
6. FALSE
7. conflicts
8. scaffolding
9. collaboration zones
10. Assessment anxiety
11. B
12. C
13. D

PASSAGE 2: Questions 14-26

14. C
15. G
16. D
17. I
18. C
19. E
20. perverse incentives
21. peer evaluation
22. engagement
23. knowledge retention
    24-26. B, C, F (in any order)

PASSAGE 3: Questions 27-40

27. B
28. C
29. B
30. B
31. C
32. C
33. E
34. A
35. B
36. G
37. NO
38. YES
39. NOT GIVEN
40. YES

---

Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: concept of collaborative learning, first developed, 21st century
• Vị trí trong bài: Đoạn A, dòng 3-5
• Giải thích: Bài đọc nói rõ “The concept is not entirely new; its roots can be traced back to ancient Greek philosophers” (Khái niệm này không hoàn toàn mới; nguồn gốc có thể truy ngược về các triết gia Hy Lạp cổ đại). Điều này mâu thuẫn với phát biểu rằng nó được phát triển lần đầu trong thế kỷ 21.

Câu 2: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: collaborative activities, performed better, critical thinking tests
• Vị trí trong bài: Đoạn B, dòng cuối
• Giải thích: Bài viết trích dẫn nghiên cứu của Johnson and Johnson: “students engaged in collaborative activities scored 15% higher on critical thinking assessments compared to those who studied individually”. Đây chính xác là thông tin trong câu hỏi được paraphrase.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: improve communication abilities
• Vị trí trong bài: Đoạn C, toàn bộ đoạn
• Giải thích: Đoạn C bắt đầu với “Another significant benefit is the enhancement of communication skills” và cung cấp nhiều bằng chứng về việc học tập hợp tác cải thiện kỹ năng giao tiếp.

Câu 4: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: all students, naturally contribute equally
• Vị trí trong bài: Đoạn E, dòng 2-4
• Giải thích: Bài viết nói “Simply placing students in groups without proper structure or guidance often leads to unequal participation, where some students dominate discussions while others remain silent.” Điều này trái ngược với phát biểu rằng tất cả học sinh tự nhiên đóng góp như nhau.

Câu 5: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: flexible classroom furniture, supports collaborative learning
• Vị trí trong bài: Đoạn F
• Giải thích: Đoạn F nói “Traditional classroom layouts with rows of desks facing the teacher are not conducive to group work” và sau đó mô tả cách “flexible furniture arrangements” hỗ trợ tốt hơn cho hoạt động hợp tác.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: virtual collaboration, always more effective
• Vị trí trong bài: Đoạn G, giữa đoạn
• Giải thích: Bài viết nói “virtual collaboration could be just as effective as face-to-face interaction when properly facilitated” (có thể hiệu quả tương đương), không phải “always more effective” (luôn hiệu quả hơn).

Câu 7: conflicts

• Dạng câu hỏi: Sentence Completion
• Từ khóa: resolve, within groups
• Vị trí trong bài: Đoạn D, dòng 2-3
• Giải thích: “Working in groups teaches students important lessons about cooperation, conflict resolution, and empathy.” Từ cần điền là “conflicts” phù hợp với ngữ cảnh “conflict resolution”.

Câu 8: scaffolding

• Dạng câu hỏi: Sentence Completion
• Từ khóa: teachers, provide, ensure all students participate
• Vị trí trong bài: Đoạn E, dòng 3-4
• Giải thích: “Teachers must establish clear ground rules, assign specific roles to group members, and provide scaffolding to ensure all students contribute meaningfully.”

Câu 9: collaboration zones

• Dạng câu hỏi: Sentence Completion
• Từ khóa: schools, created special, equipment for group discussions
• Vị trí trong bài: Đoạn F, dòng 4-6
• Giải thích: “Some schools have invested in specialized collaboration zones equipped with whiteboards, digital displays, and comfortable seating.”

Câu 10: Assessment anxiety

• Dạng câu hỏi: Sentence Completion
• Từ khóa: grades depend on classmates’ performance
• Vị trí trong bài: Đoạn H, dòng 3-4
• Giải thích: “Additionally, assessment anxiety may arise when students’ grades depend partly on their peers’ performance.”

Câu 11: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn B, giữa đoạn
• Giải thích: “By discussing these different approaches, both students gain a deeper understanding of the underlying concepts.” Đây là paraphrase của đáp án B “discuss different problem-solving methods”.

Câu 12: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn D, dòng cuối
• Giải thích: “Maria Torres emphasizes that these social competencies are just as important as academic knowledge” tương đương với đáp án C “equally important as academic achievement”.

Câu 13: D

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn G, giữa đoạn
• Giải thích: “These tools enable students to work together synchronously or asynchronously, regardless of their geographic location” phù hợp với đáp án D.

Các kỹ thuật làm bài IELTS Reading hiệu quả cho đề thi về học tập hợp tác

Passage 2 – Giải Thích

Câu 14: C

• Dạng câu hỏi: Matching Information
• Thông tin cần tìm: Comparison across different academic subjects
• Giải thích: Đoạn C thảo luận về sự khác biệt giữa các lĩnh vực STEM và nhân văn trong hiệu quả của học tập hợp tác.

Câu 15: G

• Dạng câu hỏi: Matching Information
• Thông tin cần tìm: Digital tools monitoring participation
• Giải thích: Đoạn G nói về “Learning analytics platforms can now track detailed interaction patterns” và các công nghệ giám sát khác.

Câu 16: D

• Dạng câu hỏi: Matching Information
• Thông tin cần tìm: Long-term professional benefits
• Giải thích: Đoạn D mô tả nghiên cứu theo dõi 10 năm về tiến triển sự nghiệp và lợi ích thu nhập.

Câu 17: I

• Dạng câu hỏi: Matching Information
• Thông tin cần tìm: Percentage of teachers using collaborative learning
• Giải thích: Đoạn I nêu rõ “89% believed collaborative learning was valuable, only 34% regularly implemented it”.

Câu 18: C

• Dạng câu hỏi: Matching Information
• Thông tin cần tìm: Improved pass rates in science courses
• Giải thích: Đoạn C đề cập “undergraduate STEM students in collaborative learning sections were 1.5 times more likely to pass courses”.

Câu 19: E

• Dạng câu hỏi: Matching Information
• Thông tin cần tìm: Factors distinguishing successful collaboration
• Giải thích: Đoạn E liệt kê các yếu tố quan trọng như positive interdependence, individual accountability, explicit instruction.

Câu 20: perverse incentives

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn F, dòng 2-3
• Giải thích: “Traditional grading systems designed for individual achievement often conflict with collaborative goals, potentially creating perverse incentives.”

Câu 21: peer evaluation

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn F, dòng 4-5
• Giải thích: “Progressive educators have experimented with alternative assessment approaches including peer evaluation.”

Câu 22: engagement

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn F, dòng cuối
• Giải thích: “showed 23% higher student engagement”.

Câu 23: knowledge retention

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn F, dòng cuối
• Giải thích: “17% better knowledge retention compared to courses using conventional individual examinations.”

Câu 24-26: B, C, F

• Dạng câu hỏi: Multiple Choice (chọn 3 đáp án)
• Vị trí trong bài: Đoạn I
• Giải thích: Đoạn I liệt kê các rào cản bao gồm: “lack of training in facilitation techniques” (B), “pressures from standardized testing regimes” (C), và “difficulties with classroom management” (F).

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn A
• Giải thích: “learning occurring first on the interpsychological plane (between individuals) before being internalized at the intrapsychological level (within the individual)” cho thấy tương tác xã hội đến trước phát triển nhận thức cá nhân.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn B, giữa đoạn
• Giải thích: “such conflicts are only productive when they occur within an appropriate developmental window” nghĩa là khoảng cách phát triển phải phù hợp.

Câu 29: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn C
• Giải thích: “knowledge is not merely cognitive content to be acquired but rather participation in social practices within communities.”

Câu 30: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn E
• Giải thích: “Studies by Dikker et al. have demonstrated neural synchrony (alignment of brain activity patterns) among students engaged in collaborative learning.”

Câu 31: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn H
• Giải thích: “The integration of artificial intelligence as a pedagogical agent within collaborative groups raises fascinating questions about human-AI collaboration.”

Câu 32: C

• Dạng câu hỏi: Matching Sentence Endings
• Vị trí trong bài: Đoạn A
• Giải thích: ZPD được mô tả là khoảng cách giữa những gì học sinh có thể làm độc lập và với sự hỗ trợ.

Câu 33: E

• Dạng câu hỏi: Matching Sentence Endings
• Vị trí trong bài: Đoạn D
• Giải thích: “Persistent digital artifacts (such as shared documents or discussion threads) make collaborative knowledge-building processes visible and revisable.”

Câu 34: A

• Dạng câu hỏi: Matching Sentence Endings
• Vị trí trong bài: Đoạn G
• Giải thích: “status hierarchies often replicate themselves within collaborative groups” và “marginalized students may experience stereotype threat.”

Câu 35: B

• Dạng câu hỏi: Matching Sentence Endings
• Vị trí trong bài: Đoạn H
• Giải thích: “Multimodal learning analytics combining physiological sensors, eye-tracking, and discourse analysis.”

Câu 36: G

• Dạng câu hỏi: Matching Sentence Endings
• Vị trí trong bài: Đoạn I
• Giải thích: “design-based research approaches that iteratively develop and refine collaborative learning innovations within authentic settings.”

Câu 37: NO

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn I
• Giải thích: Bài viết nói “Resolving tensions… remains an ongoing challenge”, không phải đã giải quyết hoàn toàn.

Câu 38: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn I
• Giải thích: “The situated complexity of collaborative learning… resists the reductionist tendencies of traditional experimental research.”

Câu 39: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Bài viết không đưa ra tuyên bố rằng TẤT CẢ giáo viên đồng ý học tập hợp tác vượt trội trong MỌI môn học.

Câu 40: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn J, gần cuối
• Giải thích: “Collaborative learning’s emphasis on consensus-building and harmonious cooperation might inadvertently socialize students into conformity, potentially suppressing the critical dissent and creative deviance.”

---

Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical	adj	/ˌpedəˈɡɒdʒɪkəl/	thuộc về sư phạm, giáo dục	pedagogical method	pedagogical approach, pedagogical strategy
social interaction	n	/ˈsəʊʃəl ˌɪntərˈækʃən/	tương tác xã hội	knowledge is constructed through social interaction	meaningful social interaction
critical thinking	n	/ˈkrɪtɪkəl ˈθɪŋkɪŋ/	tư duy phản biện	develop critical thinking skills	enhance critical thinking
collaborative activities	n	/kəˈlæbərətɪv ækˈtɪvɪtiz/	hoạt động hợp tác	students engaged in collaborative activities	participate in collaborative activities
communication skills	n	/kəˌmjuːnɪˈkeɪʃən skɪlz/	kỹ năng giao tiếp	enhancement of communication skills	improve communication skills
teamwork	n	/ˈtiːmwɜːk/	làm việc nhóm	teamwork and effective communication	foster teamwork
social skills	n	/ˈsəʊʃəl skɪlz/	kỹ năng xã hội	development of social skills	enhance social skills
leadership qualities	n	/ˈliːdəʃɪp ˈkwɒlɪtiz/	phẩm chất lãnh đạo	develop leadership qualities	demonstrate leadership qualities
ground rules	n	/ɡraʊnd ruːlz/	quy tắc cơ bản	establish clear ground rules	set ground rules
scaffolding	n	/ˈskæfəldɪŋ/	việc hỗ trợ học tập có cấu trúc	provide scaffolding	instructional scaffolding
collaboration zones	n	/kəˌlæbəˈreɪʃən zəʊnz/	khu vực hợp tác	specialized collaboration zones	design collaboration zones
assessment anxiety	n	/əˈsesmənt æŋˈzaɪəti/	lo lắng về đánh giá	assessment anxiety may arise	experience assessment anxiety

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical approaches	n	/ˌpedəˈɡɒdʒɪkəl əˈprəʊtʃɪz/	phương pháp giáo dục	unlike traditional pedagogical approaches	implement pedagogical approaches
interpersonal competencies	n	/ˌɪntəˈpɜːsənəl ˈkɒmpɪtənsiz/	năng lực giao tiếp giữa các cá nhân	development of interpersonal competencies	enhance interpersonal competencies
metacognitive skills	n	/ˌmetəˈkɒɡnətɪv skɪlz/	kỹ năng siêu nhận thức	metacognitive skills that emerge	develop metacognitive skills
quantitative studies	n	/ˈkwɒntɪtətɪv ˈstʌdiz/	nghiên cứu định lượng	quantitative studies have demonstrated	conduct quantitative studies
meta-analysis	n	/ˌmetəəˈnæləsɪs/	phân tích tổng hợp	a meta-analysis conducted by Kyndt	perform a meta-analysis
magnitude of improvement	n	/ˈmæɡnɪtjuːd əv ɪmˈpruːvmənt/	mức độ cải thiện	the magnitude of improvement was modest	measure the magnitude of improvement
longitudinal studies	n	/ˌlɒndʒɪˈtjuːdɪnəl ˈstʌdiz/	nghiên cứu theo chiều dọc	longitudinal studies tracking students	conduct longitudinal studies
career progression	n	/kəˈrɪə prəˈɡreʃən/	sự thăng tiến nghề nghiệp	superior career progression	achieve career progression
soft skills	n	/sɒft skɪlz/	kỹ năng mềm	these soft skills developed through	develop soft skills
quality of implementation	n	/ˈkwɒləti əv ˌɪmplɪmenˈteɪʃən/	chất lượng thực hiện	effectiveness influenced by quality of implementation	ensure quality of implementation
positive interdependence	n	/ˈpɒzətɪv ˌɪntədɪˈpendəns/	sự phụ thuộc lẫn nhau tích cực	positive interdependence where students need each other	create positive interdependence
perverse incentives	n	/pəˈvɜːs ɪnˈsentɪvz/	động cơ sai lệch	creating perverse incentives	avoid perverse incentives
peer evaluation	n	/pɪər ɪˌvæljuˈeɪʃən/	đánh giá lẫn nhau	including peer evaluation	conduct peer evaluation
differentiated grading	n	/ˌdɪfəˈrenʃieɪtɪd ˈɡreɪdɪŋ/	chấm điểm phân biệt	differentiated grading that accounts	implement differentiated grading
learning analytics	n	/ˈlɜːnɪŋ ænəˈlɪtɪks/	phân tích dữ liệu học tập	learning analytics platforms can track	utilize learning analytics

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
epistemological traditions	n	/ɪˌpɪstɪməˈlɒdʒɪkəl trəˈdɪʃənz/	truyền thống nhận thức luận	draw from multiple epistemological traditions	examine epistemological traditions
sociocultural theory	n	/ˌsəʊsiəʊˈkʌltʃərəl ˈθɪəri/	lý thuyết văn hóa xã hội	Vygotsky’s sociocultural theory	apply sociocultural theory
dialectical relationship	n	/ˌdaɪəˈlektɪkəl rɪˈleɪʃənʃɪp/	mối quan hệ biện chứng	this dialectical relationship between	establish dialectical relationship
Zone of Proximal Development	n	/zəʊn əv ˈprɒksɪməl dɪˈveləpmənt/	vùng phát triển gần nhất	Vygotsky’s concept of ZPD	operate within the ZPD
peer scaffolding	n	/pɪə ˈskæfəldɪŋ/	hỗ trợ từ đồng nghiệp	facilitating growth through peer scaffolding	provide peer scaffolding
distributed cognition	n	/dɪˈstrɪbjuːtɪd kɒɡˈnɪʃən/	nhận thức phân tán	distributed cognition across group members	study distributed cognition
constructivist theories	n	/kənˈstrʌktɪvɪst ˈθɪəriz/	lý thuyết kiến tạo	constructivist theories emphasize	apply constructivist theories
cognitive conflict	n	/ˈkɒɡnətɪv ˈkɒnflɪkt/	xung đột nhận thức	cognitive conflict that emerges	create cognitive conflict
epistemic mismatches	n	/ɪˈpɪstɪmɪk ˈmɪsmætʃɪz/	sự không phù hợp về nhận thức	epistemic mismatches that are too extreme	identify epistemic mismatches
pedagogical design	n	/ˌpedəˈɡɒdʒɪkəl dɪˈzaɪn/	thiết kế sư phạm	importance of pedagogical design	optimize pedagogical design
situated learning theory	n	/ˈsɪtʃueɪtɪd ˈlɜːnɪŋ ˈθɪəri/	lý thuyết học tập tình huống	situated learning theory emphasizes	implement situated learning theory
communities of practice	n	/kəˈmjuːnɪtiz əv ˈpræktɪs/	cộng đồng thực hành	communities of practice frameworks	develop communities of practice
participation in social practices	n	/pɑːˌtɪsɪˈpeɪʃən ɪn ˈsəʊʃəl ˈpræktɪsɪz/	tham gia vào các hoạt động xã hội	knowledge is participation in social practices	encourage participation in social practices
legitimate peripheral participation	n	/lɪˈdʒɪtɪmət pəˈrɪfərəl pɑːˌtɪsɪˈpeɪʃən/	sự tham gia ngoại vi hợp pháp	legitimate peripheral participation structures	design legitimate peripheral participation
computer-supported collaborative learning	n	/kəmˈpjuːtə səˈpɔːtɪd kəˈlæbərətɪv ˈlɜːnɪŋ/	học tập hợp tác có hỗ trợ máy tính	emergence of CSCL	implement CSCL environments
technology-mediated interaction	n	/tekˈnɒlədʒi ˈmiːdieɪtɪd ˌɪntərˈækʃən/	tương tác qua công nghệ	account for technology-mediated interaction	facilitate technology-mediated interaction
neural synchrony	n	/ˈnjʊərəl ˈsɪŋkrəni/	đồng bộ thần kinh	demonstrated neural synchrony among students	achieve neural synchrony
scalability challenges	n	/ˌskeɪləˈbɪləti ˈtʃælɪndʒɪz/	thách thức về khả năng mở rộng	scalability challenges present dilemmas	address scalability challenges

---

Kết Luận

Học tập hợp tác là một chủ đề quan trọng và thường xuyên xuất hiện trong IELTS Reading Test, đặc biệt trong các bài thi Academic. Qua bộ đề thi mẫu này, bạn đã được thực hành với ba passages có độ khó tăng dần, từ Easy (Band 5.0-6.5) đến Hard (Band 7.0-9.0), phản ánh chính xác cấu trúc của bài thi IELTS thực tế.

Ba passages đã cung cấp góc nhìn toàn diện về học tập hợp tác: từ những lợi ích cơ bản và phương pháp thực hành (Passage 1), qua các nghiên cứu khoa học đo lường hiệu quả (Passage 2), đến những lý thuyết học thuật sâu sắc và định hướng nghiên cứu tương lai (Passage 3). Mỗi passage đều được thiết kế với các dạng câu hỏi đa dạng – tổng cộng 40 câu bao gồm True/False/Not Given, Multiple Choice, Matching Headings, Sentence Completion, và nhiều dạng khác – giống hệt những gì bạn sẽ gặp trong kỳ thi thật.

Đáp án chi tiết với giải thích vị trí và kỹ thuật paraphrase giúp bạn không chỉ biết đáp án đúng mà còn hiểu rõ cách tìm ra chúng. Hơn 40 từ vựng quan trọng về chủ đề giáo dục được tổng hợp kèm phiên âm, nghĩa tiếng Việt và collocation sẽ là tài liệu quý giá cho việc mở rộng vốn từ học thuật của bạn.

Hãy sử dụng bộ đề này để luyện tập trong điều kiện giống thi thật: đặt thời gian 60 phút, làm đầy đủ 40 câu hỏi, sau đó đối chiếu đáp án và đọc kỹ phần giải thích. Việc phân tích những lỗi sai và hiểu rõ lý do tại sao đáp án đúng là chìa khóa để cải thiện band điểm Reading của bạn. Chúc bạn luyện tập hiệu quả và đạt kết quả cao trong kỳ thi IELTS sắp tới!