IELTS Reading: The Impact of Mobile Learning on Cultural Studies – Đề thi mẫu có đáp án chi tiết

Mở bài

Chủ đề The Impact Of Mobile Learning On Cultural Studies (Tác động của học tập di động đến nghiên cứu văn hóa) đang trở thành xu hướng nổi bật trong các đề thi IELTS Reading hiện đại. Với sự phát triển vượt bậc của công nghệ di động và ứng dụng trong giáo dục, chủ đề này xuất hiện ngày càng thường xuyên trong các kỳ thi IELTS Academic, đặc biệt ở các passages về giáo dục, công nghệ và văn hóa.

Bài viết này cung cấp cho bạn một đề thi IELTS Reading hoàn chỉnh với ba passages theo đúng chuẩn thi thật, từ mức độ dễ đến khó. Bạn sẽ được luyện tập với đầy đủ 40 câu hỏi đa dạng các dạng thường gặp trong IELTS, kèm theo đáp án chi tiết và giải thích cụ thể. Ngoài ra, bạn còn nhận được bộ từ vựng quan trọng được phân loại theo từng passage, giúp nâng cao vốn từ học thuật của mình.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, đặc biệt hữu ích cho những ai đang nhắm đến band điểm 6.5-7.5 trở lên. Hãy hoàn thành bài test trong 60 phút để có trải nghiệm như thi thật nhất!

1. Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test bao gồm 3 passages với tổng cộng 40 câu hỏi cần hoàn thành trong 60 phút. Đây là bài thi kiểm tra khả năng đọc hiểu, phân tích thông tin và tốc độ xử lý văn bản học thuật của bạn.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó dễ)
• Passage 2: 18-20 phút (độ khó trung bình)
• Passage 3: 23-25 phút (độ khó cao)

Lưu ý dành 3-5 phút cuối để chuyển đáp án vào Answer Sheet và kiểm tra lại.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Chọn đáp án đúng từ các lựa chọn
2. True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Sentence Completion – Hoàn thành câu với từ trong bài
5. Matching Headings – Chọn tiêu đề phù hợp cho các đoạn văn
6. Summary Completion – Điền từ vào tóm tắt
7. Short-answer Questions – Trả lời câu hỏi ngắn

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2. IELTS Reading Practice Test

PASSAGE 1 – Mobile Learning: Transforming How We Study Culture

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The way students learn about different cultures has changed dramatically over the past decade, thanks largely to the rise of mobile learning technologies. Smartphones and tablets have become ubiquitous tools in educational settings, offering students unprecedented access to cultural content from around the world. This digital revolution has particularly impacted the field of cultural studies, transforming both how students engage with course materials and how educators deliver content.

Mobile learning, often referred to as m-learning, involves the use of portable devices such as smartphones, tablets, and laptops to access educational content anywhere and at any time. Unlike traditional classroom-based learning, mobile learning offers flexibility and convenience that appeal to modern students who are constantly on the move. In cultural studies courses, this means students can now watch documentary films about indigenous cultures during their morning commute, listen to lectures on world religions while exercising, or explore virtual museum collections from the comfort of their own homes.

One of the most significant advantages of mobile learning in cultural studies is the immediate access it provides to authentic cultural materials. Students no longer need to rely solely on textbooks or occasional field trips to museums. Instead, they can use their mobile devices to connect directly with cultural resources across the globe. For example, a student studying Japanese culture can access live streams from Tokyo, view high-resolution images of ancient artworks in Kyoto museums, or participate in online language exchange sessions with native speakers – all from their smartphone.

The interactive nature of mobile applications has also enhanced student engagement with cultural content. Many educational apps now incorporate gamification elements, such as quizzes, challenges, and rewards, making the learning process more enjoyable and memorable. A student learning about ancient Egyptian civilization, for instance, might use an app that allows them to virtually explore pyramids, decode hieroglyphics through interactive games, or compete with classmates in history challenges. This hands-on approach tends to result in better retention of information compared to passive reading.

Furthermore, mobile learning has democratized access to cultural education. Students from remote or economically disadvantaged areas who previously had limited exposure to diverse cultural materials can now access the same resources as their peers in major cities. A student in a rural village can explore the Louvre Museum’s collections just as easily as someone living in Paris. This leveling of the playing field has important implications for educational equity and helps create a more inclusive learning environment.

Social learning features built into many mobile applications have fostered collaborative learning experiences. Students can now easily share their discoveries about different cultures with classmates through discussion forums, social media platforms, and group messaging apps. This peer-to-peer interaction not only enhances understanding but also exposes students to multiple perspectives on cultural topics. When studying a particular cultural practice, students might receive insights from classmates who have personal connections to that culture, enriching the learning experience for everyone involved.

However, the shift toward mobile learning in cultural studies is not without challenges. One concern is the digital divide – the gap between those who have access to modern technology and those who do not. While smartphones have become more affordable, not all students have reliable internet connections or devices capable of running sophisticated educational applications. Educators must be mindful of these disparities and ensure that mobile learning components do not inadvertently disadvantage certain students.

Another consideration is the quality and authenticity of cultural information available through mobile platforms. The internet contains vast amounts of content, but not all of it is accurate or culturally sensitive. Students need to develop critical thinking skills to evaluate the reliability of sources they encounter on their mobile devices. Educators play a crucial role in teaching students how to distinguish between credible academic resources and potentially misleading information.

Despite these challenges, the impact of mobile learning on cultural studies has been overwhelmingly positive. The technology has opened up new possibilities for experiential learning, allowing students to engage with cultures in ways that were previously impossible. Virtual reality applications, for instance, can transport students to cultural sites around the world, providing immersive experiences that bring textbook descriptions to life. As technology continues to evolve, the potential for mobile learning to enhance cultural education will only grow stronger.

Questions 1-6: Multiple Choice

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

1. According to the passage, what is the main advantage of mobile learning over traditional classroom learning?
A. It is less expensive
B. It offers flexibility in when and where students can learn
C. It provides better teachers
D. It requires less effort from students

2. The passage suggests that mobile learning has particularly benefited students who:
A. Live in major cities
B. Are studying multiple subjects
C. Come from remote or disadvantaged areas
D. Already have strong cultural knowledge

3. What example does the author give of interactive learning in cultural studies?
A. Reading textbooks on tablets
B. Watching videos of cultural ceremonies
C. Using apps to virtually explore pyramids and decode hieroglyphics
D. Writing essays on mobile devices

4. According to the passage, gamification elements in educational apps:
A. Make learning more difficult
B. Help students remember information better
C. Replace the need for teachers
D. Only work for young children

5. What concern does the author raise about mobile learning?
A. It is too expensive for most schools
B. Students may access inaccurate or culturally insensitive information
C. It makes students less sociable
D. Teachers don’t know how to use the technology

6. The term “leveling of the playing field” in paragraph 5 refers to:
A. Making sports more fair
B. Creating equal educational opportunities
C. Improving internet speeds
D. Reducing the cost of mobile devices

Questions 7-10: True/False/Not Given

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

Write:

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

7. Mobile learning allows students to access educational content only during scheduled class times.

8. Students can now participate in language exchange sessions with native speakers using their smartphones.

9. All educational apps for cultural studies include gamification elements.

10. Virtual reality applications can provide immersive cultural experiences for students.

Questions 11-13: Sentence Completion

Complete the sentences below.

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

11. Mobile learning involves using portable devices to access educational content at any time and in any __.

12. One challenge of mobile learning is the __ between students who have technology access and those who don’t.

13. Students need to develop __ to evaluate whether information they find online is reliable.

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PASSAGE 2 – The Pedagogical Revolution: How Mobile Technology Reshapes Cultural Learning

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The integration of mobile technology into cultural studies curricula represents more than a mere technological upgrade; it signifies a fundamental shift in pedagogical approaches and learning outcomes. Educational theorists have observed that mobile learning facilitates what they term “situated learning” – the acquisition of knowledge within authentic contexts that mirror real-world applications. This paradigm is particularly relevant to cultural studies, where understanding the nuanced complexities of human societies requires immersion rather than detached observation.

Contemporary research in educational psychology suggests that mobile learning aligns closely with constructivist theories of education, which emphasize learner-centered approaches and the co-construction of knowledge. When students use mobile devices to explore cultural phenomena, they become active participants in their learning journey rather than passive recipients of information. They curate their own learning experiences, selecting resources that resonate with their interests and learning styles. This autonomy has been shown to increase intrinsic motivation and lead to deeper cognitive engagement with course material.

The temporal flexibility afforded by mobile learning has profound implications for how students process and internalize cultural information. Traditional academic schedules often require students to engage with complex cultural concepts during fixed time slots, regardless of their cognitive readiness or emotional state. Mobile learning, conversely, enables students to access materials when they feel most receptive and alert. A student might choose to watch a documentary about post-colonial identity in the evening when they can fully concentrate, or review vocabulary related to cultural anthropology during short breaks between other activities. This self-paced approach accommodates diverse learning rhythms and cognitive processing styles.

Moreover, mobile technology has catalyzed the development of multimodal learning experiences that engage multiple senses simultaneously. Cultural studies courses now incorporate not just text-based materials but also audio recordings, video content, interactive maps, 3D models, and augmented reality experiences. Tương tự như how collaborative projects promote cross-cultural understanding, mobile platforms enable students to synthesize information from various sources and formats, leading to more holistic understanding. Research indicates that this multimedia approach enhances information retention and facilitates the formation of complex mental schemas – internal frameworks that organize and relate different pieces of cultural knowledge.

The geolocation capabilities of smartphones have introduced entirely new dimensions to cultural fieldwork. Students conducting ethnographic research can now use mobile apps to document observations, record interviews, capture photographs, and annotate findings with geographical metadata – all in real-time. This immediate documentation reduces the risk of memory degradation that often compromises the accuracy of field notes compiled hours or days after observations. Additionally, GPS-enabled applications can help students create spatial narratives that map cultural practices to specific locations, revealing patterns and relationships that might otherwise remain hidden.

The collaborative potential of mobile learning platforms has transformed cultural studies from an individualistic pursuit into a collective endeavor. Cloud-based applications enable students to work on shared projects simultaneously, regardless of their physical locations. A group studying migration patterns might collaboratively build a digital database of immigrant narratives, with each member contributing stories collected from their local communities. This distributed collaboration not only produces richer research outcomes but also exposes students to regional variations in cultural phenomena that they might not encounter through solitary study.

Sinh viên sử dụng thiết bị di động để nghiên cứu văn hóa với công nghệ học tập hiện đại và ứng dụng tương tác

However, scholars have identified several pedagogical tensions that accompany the mobile learning revolution. One significant concern involves what education researchers call “cognitive load” – the mental effort required to process information. While mobile devices provide access to vast amounts of cultural content, this abundance can overwhelm students who lack the metacognitive skills to filter and prioritize information effectively. The constant availability of content may also blur boundaries between study time and leisure time, potentially leading to academic burnout or diminished work-life balance.

Furthermore, the ephemeral nature of digital content raises questions about historical preservation and academic continuity. Websites disappear, apps become obsolete, and digital platforms undergo frequent redesigns that can disrupt established learning pathways. Cultural studies scholars worry that over-reliance on mobile resources might create precarious educational foundations if students don’t also develop skills in using traditional archival materials and print resources that offer more stable points of reference.

The issue of cultural representation in mobile learning content deserves careful consideration. Many popular educational apps and platforms are developed in Western countries and may inadvertently perpetuate Eurocentric perspectives or cultural stereotypes. Students using these resources to learn about non-Western cultures might encounter oversimplified narratives that fail to capture the complexity and diversity within those societies. Educators must therefore remain vigilant in curating mobile learning resources and teaching students to recognize and question cultural biases in digital content.

Despite these challenges, the trajectory of mobile learning in cultural studies appears unequivocally positive. Emerging technologies such as artificial intelligence and machine learning promise to create even more personalized and adaptive learning experiences. AI-powered language learning apps, for instance, can analyze a student’s progress in real-time and adjust lesson difficulty accordingly, while virtual cultural ambassadors – sophisticated chatbots trained on vast cultural databases – can answer student questions and facilitate cross-cultural dialogue. As these technologies mature, they will likely amplify the already substantial impact mobile learning has had on how we study and understand human cultures.

Questions 14-18: Yes/No/Not Given

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

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

14. Mobile learning represents only a minor technological change in cultural studies education.

15. Constructivist theories emphasize that students should be active participants in their learning.

16. All universities have adopted mobile learning platforms for cultural studies courses.

17. Geolocation capabilities of smartphones help students document ethnographic research more accurately.

18. Western-developed educational apps always provide accurate representations of non-Western cultures.

Questions 19-22: Matching Headings

Choose the correct heading for paragraphs B-E from the list of headings below.

List of Headings:
i. The problem of information overload
ii. Learning theories that support mobile education
iii. How timing affects learning effectiveness
iv. The role of multiple formats in understanding culture
v. Geographic tools for cultural research
vi. Concerns about Western cultural bias
vii. Working together across distances
viii. The future of artificial intelligence in education

19. Paragraph B
20. Paragraph C
21. Paragraph D
22. Paragraph E

Questions 23-26: Summary Completion

Complete the summary below.

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

Mobile learning has created new opportunities for students to work together on cultural studies projects. Through 23. __ applications, students can contribute to shared research regardless of where they are located. For example, students might create a digital collection of 24. __ by gathering stories from their own communities. However, researchers have identified some concerns, including 25. __, which refers to the mental effort needed to process large amounts of information. Additionally, the 26. __ of digital content means that websites and apps may not remain available permanently.

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PASSAGE 3 – Mobile Learning and the Epistemological Transformation of Cultural Studies

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The proliferation of mobile learning technologies in cultural studies has precipitated not merely pedagogical adaptations but a more profound epistemological reconfiguration of the discipline itself. This transformation extends beyond questions of instructional delivery to challenge fundamental assumptions about how cultural knowledge is constituted, validated, and disseminated within academic contexts. Scholars working at the intersection of digital humanities and critical pedagogy argue that mobile learning has effectively destabilized traditional hierarchies of knowledge production, creating what some theorists characterize as a “democratized epistemology” wherein learners themselves become co-producers of cultural understanding rather than mere consumers of pre-packaged interpretations.

The theoretical framework underpinning this shift draws heavily on post-structuralist conceptions of knowledge as inherently contextual, perspectival, and dialogic rather than objective and universal. Mobile learning technologies, with their capacity to facilitate simultaneous multi-directional communication among geographically dispersed participants, instantiate what the cultural theorist Mikhail Bakhtin termed “heteroglossia” – a multiplicity of voices and perspectives that coexist and interact without any single voice claiming definitive authority. When students use mobile platforms to share their interpretations of cultural phenomena, they contribute to a polyphonic discourse that challenges the monological nature of traditional academic instruction, where professors typically serve as uncontested arbiters of cultural meaning.

This epistemological shift has particularly significant implications for the study of subaltern cultures – those groups whose experiences and perspectives have been historically marginalized within mainstream academic discourse. Mobile technology enables members of these communities to bypass traditional gatekeepers of knowledge production and share their lived experiences directly with students and researchers. A student studying indigenous cultures, for instance, can now watch videos created and narrated by indigenous people themselves, rather than relying exclusively on ethnographic accounts produced by external observers. This direct access to insider perspectives complicates and enriches cultural studies by foregrounding what anthropologists call “emic” understandings – interpretations generated from within a culture – alongside the “etic” or external analytical frameworks traditionally privileged in academic settings.

Điều này có điểm tương đồng với social impacts of climate migration, where mobile documentation has allowed displaced communities to record and share their cultural practices in new locations, creating digital archives of cultural knowledge that might otherwise be lost. The hypertextual and networked structure of mobile learning environments further reinforces this epistemological transformation by undermining linear narratives of cultural development. Traditional textbooks typically present cultural history as a sequence of discrete periods or movements, each building upon or reacting against its predecessors. Mobile platforms, conversely, enable students to explore cultural phenomena through non-linear pathways, following associative links that connect seemingly disparate elements across time periods and geographical regions. This rhizomatic approach to knowledge – borrowing terminology from philosophers Gilles Deleuze and Félix Guattari – reflects the actual complexity of cultural formation more accurately than traditional sequential models, allowing students to recognize how cultural practices emerge, evolve, intersect, and influence one another in multidirectional rather than unidirectional ways.

Mạng lưới học tập văn hóa số kết nối toàn cầu với các nút văn hóa đa dạng và trải nghiệm thực tế ảo

The affordances of mobile technology for multimodal composition have also expanded the range of legitimate forms of cultural analysis and expression within academic settings. Students can now create video essays, podcasts, interactive maps, digital exhibitions, and multimedia presentations as alternatives to traditional written papers. This expansion of acceptable formats acknowledges that cultural meaning is often embedded in sensory experiences, spatial relationships, and temporal dynamics that written language alone cannot adequately capture. A student analyzing ritual performances, for example, might create an annotated video that allows viewers to observe body movements, hear musical accompaniment, and understand spatial configurations simultaneously – a form of analysis arguably more appropriate to the subject matter than a purely textual description.

However, this epistemological transformation has generated considerable scholarly debate and institutional resistance. Critics argue that the decentering of expert authority risks producing a form of epistemological relativism wherein all perspectives are treated as equally valid regardless of their evidentiary basis or analytical rigor. The democratization of knowledge production, these skeptics contend, may inadvertently legitimize misinformation and undermine the critical standards that distinguish scholarly inquiry from mere opinion. They point to the proliferation of unverified claims and conspiracy theories on social media platforms as evidence that unrestricted digital discourse does not automatically yield reliable knowledge.

Defenders of mobile learning respond that this critique misconstrues the nature of the epistemological shift. The goal, they argue, is not to abandon critical evaluation but to expand the range of voices and perspectives that inform cultural understanding while simultaneously teaching students more sophisticated criteria for assessing knowledge claims. This requires developing what information literacy theorists call “lateral reading strategies” – the ability to evaluate sources by investigating their origins, funding, and reception rather than relying solely on surface markers of credibility. Mobile learning environments, properly designed, can cultivate these critical capacities by exposing students to diverse information sources and guiding them through processes of triangulation and verification.

The question of digital preservation and scholarly infrastructure presents another significant challenge to the integration of mobile learning in cultural studies. Academic knowledge traditionally accumulates through peer-reviewed publications that undergo rigorous vetting and are preserved in library collections accessible to future researchers. Mobile learning content, conversely, often exists in proprietary platforms controlled by commercial entities whose business models may change unpredictably. Educational apps may be discontinued, social media platforms may alter their terms of service to restrict academic use, and multimedia content may become inaccessible as file formats become obsolete. This precariousness raises questions about the long-term sustainability of mobile-based cultural studies and the need for institutional investment in digital preservation infrastructure.

Moreover, the algorithmic curation of content on mobile platforms introduces subtle but significant biases into the learning experience. Recommendation algorithms designed to maximize user engagement may inadvertently create “filter bubbles” that expose students primarily to perspectives that reinforce their existing beliefs while shielding them from challenging or contradictory viewpoints. For cultural studies, which aims to cultivate cross-cultural understanding and critical self-reflection, such algorithmic mediation could prove counterproductive, potentially reinforcing ethnocentrism rather than expanding horizons.

Despite these legitimate concerns, the epistemological transformation precipitated by mobile learning appears irreversible and, on balance, salutary for the field of cultural studies. Để hiểu rõ hơn về museums in the digital era future, many cultural institutions are developing mobile applications that complement their physical collections, creating hybrid learning environments that leverage the strengths of both digital and analog resources. The challenge facing educators is not whether to embrace mobile learning but how to implement it thoughtfully, with adequate attention to pedagogical principles, critical literacy, and equity of access. As mobile technologies continue to evolve, they will undoubtedly generate new opportunities and challenges for cultural studies, requiring ongoing scholarly reflection and pedagogical innovation to realize their transformative potential while mitigating their limitations.

Questions 27-31: Multiple Choice

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

27. According to the passage, mobile learning has affected cultural studies by:
A. Simply improving how courses are taught
B. Fundamentally changing how cultural knowledge is created and shared
C. Reducing the importance of professors
D. Making cultural studies easier to understand

28. The term “heteroglossia” mentioned in paragraph B refers to:
A. Different languages being taught simultaneously
B. Multiple voices and perspectives existing together
C. The confusion caused by too much information
D. A new type of mobile application

29. What does the author suggest about studying subaltern cultures through mobile technology?
A. It provides only external perspectives
B. It is less reliable than traditional methods
C. It allows direct access to insider perspectives
D. It should be avoided in academic research

30. Critics of mobile learning in cultural studies worry that:
A. It is too expensive for most institutions
B. It may undermine critical academic standards
C. Students won’t learn to read traditional books
D. Technology will replace human teachers entirely

31. The term “lateral reading strategies” refers to:
A. Reading text from side to side
B. Evaluating sources by investigating their background and credibility
C. Reading multiple books at the same time
D. A new smartphone app for students

Questions 32-36: Matching Features

Match each challenge (Questions 32-36) with the correct description (A-H).

Challenges:
32. Epistemological relativism
33. Digital preservation
34. Algorithmic curation
35. Filter bubbles
36. Proprietary platforms

Descriptions:
A. Mobile content may become inaccessible as technology changes
B. Commercial companies control access to educational content
C. Students are exposed only to perspectives that match their existing beliefs
D. All perspectives are treated as equally valid
E. Teachers lack training in mobile technology
F. Recommendation systems automatically select what students see
G. Mobile devices are too expensive for most students
H. Internet connections are unreliable in many areas

Questions 37-40: Short-answer Questions

Answer the questions below.

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

37. What type of discourse does mobile learning create when students share interpretations of cultural phenomena?

38. What do anthropologists call interpretations of culture generated from within a culture itself?

39. According to Deleuze and Guattari, what term describes the non-linear approach to knowledge that mobile learning enables?

40. What type of environments are being created by combining digital mobile resources with physical museum collections?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. C
4. B
5. B
6. B
7. FALSE
8. TRUE
9. NOT GIVEN
10. TRUE
11. location/place
12. digital divide
13. critical thinking skills

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. NOT GIVEN
17. YES
18. NO
19. ii
20. iii
21. iv
22. v
23. cloud-based
24. immigrant narratives
25. cognitive load
26. ephemeral nature

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. B
31. B
32. D
33. A
34. F
35. C
36. B
37. polyphonic discourse
38. emic (understandings)
39. rhizomatic approach
40. hybrid learning environments

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: main advantage, mobile learning, traditional classroom learning
• Vị trí trong bài: Đoạn 2, dòng 3-5
• Giải thích: Bài đọc nêu rõ “mobile learning offers flexibility and convenience that appeal to modern students” và “students can now watch documentary films… during their morning commute, listen to lectures… while exercising”. Đây là sự paraphrase của “flexibility in when and where students can learn”.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: particularly benefited students
• Vị trí trong bài: Đoạn 5, dòng 1-4
• Giải thích: Đoạn văn chỉ rõ “Students from remote or economically disadvantaged areas who previously had limited exposure… can now access the same resources”. Đây chính là đáp án C được paraphrase.

Câu 3: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: example, interactive learning
• Vị trí trong bài: Đoạn 4, dòng 4-7
• Giải thích: Bài đọc đưa ra ví dụ cụ thể: “A student learning about ancient Egyptian civilization might use an app that allows them to virtually explore pyramids, decode hieroglyphics through interactive games”.

Câu 5: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: concern, author raise
• Vị trí trong bài: Đoạn 8, dòng 1-5
• Giải thích: Tác giả nêu lo ngại “the quality and authenticity of cultural information” và “not all of it is accurate or culturally sensitive”, tương ứng với đáp án B.

Câu 7: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: mobile learning, only during scheduled class times
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài viết nói rõ mobile learning allows students to “access educational content anywhere and at any time”, trái ngược với câu phát biểu “only during scheduled class times”.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: language exchange sessions, native speakers, smartphones
• Vị trí trong bài: Đoạn 3, dòng 5-7
• Giải thích: Bài đọc xác nhận “participate in online language exchange sessions with native speakers – all from their smartphone”.

Câu 10: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: virtual reality applications, immersive cultural experiences
• Vị trí trong bài: Đoạn 9, dòng 4-6
• Giải thích: Đoạn cuối nêu rõ “Virtual reality applications… can transport students to cultural sites around the world, providing immersive experiences”.

Câu 11: location/place

• Dạng câu hỏi: Sentence Completion
• Từ khóa: portable devices, any time
• Vị trí trong bài: Đoạn 2, câu đầu tiên
• Giải thích: Bài viết gốc: “access educational content anywhere and at any time” – “anywhere” được paraphrase thành “any location/place”.

Câu 12: digital divide

• Dạng câu hỏi: Sentence Completion
• Từ khóa: challenge, gap, technology access
• Vị trí trong bài: Đoạn 7, dòng 2-3
• Giải thích: Thuật ngữ “digital divide” được định nghĩa ngay trong bài: “the gap between those who have access to modern technology and those who do not”.

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: mobile learning, minor technological change
• Vị trí trong bài: Đoạn A, câu đầu
• Giải thích: Bài viết khẳng định mobile technology represents “more than a mere technological upgrade” và “a fundamental shift”, trái ngược hoàn toàn với “minor technological change”.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: constructivist theories, active participants
• Vị trí trong bài: Đoạn B, dòng 2-4
• Giải thích: Bài viết nêu rõ constructivist theories “emphasize learner-centered approaches” và students become “active participants in their learning journey”.

Câu 17: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: geolocation capabilities, ethnographic research, more accurately
• Vị trí trong bài: Đoạn E, dòng 2-5
• Giải thích: Bài đọc xác nhận “This immediate documentation reduces the risk of memory degradation that often compromises the accuracy of field notes”, cho thấy geolocation giúp ghi chép chính xác hơn.

Câu 18: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Western-developed apps, always, accurate representations
• Vị trí trong bài: Đoạn I, dòng 2-5
• Giải thích: Bài viết chỉ ra rằng Western apps “may inadvertently perpetuate Eurocentric perspectives or cultural stereotypes” và students might encounter “oversimplified narratives”, mâu thuẫn với “always provide accurate representations”.

Câu 19: ii (Learning theories that support mobile education)

• Dạng câu hỏi: Matching Headings
• Vị trí: Paragraph B
• Giải thích: Đoạn B thảo luận về constructivist theories và cách mobile learning “aligns closely” với các lý thuyết học tập này, tập trung vào “learner-centered approaches”.

Câu 20: iii (How timing affects learning effectiveness)

• Dạng câu hỏi: Matching Headings
• Vị trí: Paragraph C
• Giải thích: Đoạn C nói về “temporal flexibility” và cách students có thể “access materials when they feel most receptive and alert”, nhấn mạnh tác động của thời gian lên hiệu quả học tập.

Câu 23: cloud-based

• Dạng câu hỏi: Summary Completion
• Từ khóa: applications, contribute to shared research
• Vị trí trong bài: Đoạn F, dòng 2-3
• Giải thích: Bài viết nêu rõ “Cloud-based applications enable students to work on shared projects simultaneously”.

Câu 25: cognitive load

• Dạng câu hỏi: Summary Completion
• Từ khóa: concerns, mental effort, process information
• Vị trí trong bài: Đoạn G, dòng 2-4
• Giải thích: Thuật ngữ “cognitive load” được định nghĩa trong bài là “the mental effort required to process information”.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: mobile learning, affected cultural studies
• Vị trí trong bài: Đoạn A, dòng 1-4
• Giải thích: Đoạn mở đầu nêu rõ mobile learning has precipitated “a more profound epistemological reconfiguration” và challenges “fundamental assumptions about how cultural knowledge is constituted, validated, and disseminated”, tương ứng với đáp án B.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: heteroglossia, refers to
• Vị trí trong bài: Đoạn B, dòng 4-7
• Giải thích: Bài viết định nghĩa heteroglossia là “a multiplicity of voices and perspectives that coexist and interact without any single voice claiming definitive authority”.

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: subaltern cultures, mobile technology
• Vị trí trong bài: Đoạn C, dòng 3-7
• Giải thích: Tác giả chỉ ra rằng mobile technology “enables members of these communities to bypass traditional gatekeepers” và provides “direct access to insider perspectives”.

Câu 30: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: critics, worry
• Vị trí trong bài: Đoạn G, dòng 2-5
• Giải thích: Các nhà phê bình lo ngại rằng “the decentering of expert authority risks producing epistemological relativism” và có thể “undermine the critical standards that distinguish scholarly inquiry from mere opinion”.

Câu 31: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: lateral reading strategies
• Vị trí trong bài: Đoạn H, dòng 4-6
• Giải thích: Bài viết giải thích lateral reading strategies là “the ability to evaluate sources by investigating their origins, funding, and reception”.

Câu 37: polyphonic discourse

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: discourse, students share interpretations
• Vị trí trong bài: Đoạn B, dòng 8-10
• Giải thích: Bài viết nêu rõ “When students use mobile platforms to share their interpretations of cultural phenomena, they contribute to a polyphonic discourse”.

Câu 38: emic (understandings)

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: anthropologists call, interpretations, within a culture
• Vị trí trong bài: Đoạn C, dòng 8-10
• Giải thích: Bài đọc định nghĩa “emic understandings” là “interpretations generated from within a culture”.

Câu 39: rhizomatic approach

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: Deleuze and Guattari, non-linear approach
• Vị trí trong bài: Đoạn D, dòng 8-9
• Giải thích: Tác giả sử dụng thuật ngữ “rhizomatic approach to knowledge – borrowing terminology from philosophers Gilles Deleuze and Félix Guattari”.

Câu 40: hybrid learning environments

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: combining, digital mobile resources, physical museum collections
• Vị trí trong bài: Đoạn J, dòng 3-5
• Giải thích: Bài viết nêu rõ cultural institutions are “creating hybrid learning environments that leverage the strengths of both digital and analog resources”.

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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
ubiquitous	adj	/juːˈbɪkwɪtəs/	phổ biến khắp nơi, có mặt ở khắp mọi nơi	Smartphones have become ubiquitous tools in educational settings	ubiquitous presence, ubiquitous technology
unprecedented	adj	/ʌnˈpresɪdentɪd/	chưa từng có, không có tiền lệ	offering students unprecedented access to cultural content	unprecedented access, unprecedented opportunity
flexibility	n	/ˌfleksəˈbɪləti/	tính linh hoạt	mobile learning offers flexibility and convenience	flexibility in scheduling, time flexibility
authentic	adj	/ɔːˈθentɪk/	chân thực, xác thực	immediate access to authentic cultural materials	authentic materials, authentic experience
gamification	n	/ˌɡeɪmɪfɪˈkeɪʃn/	trò chơi hóa (việc thêm yếu tố trò chơi vào học tập)	incorporate gamification elements	gamification elements, gamification strategies
democratized	v	/dɪˈmɒkrətaɪzd/	dân chủ hóa, phổ cập	mobile learning has democratized access to cultural education	democratized access, democratized knowledge
collaborative	adj	/kəˈlæbərətɪv/	cộng tác, hợp tác	fostered collaborative learning experiences	collaborative learning, collaborative work
disparities	n	/dɪˈspærətiz/	sự chênh lệch, khác biệt	educators must be mindful of these disparities	economic disparities, educational disparities
credible	adj	/ˈkredəbl/	đáng tin cậy	distinguish between credible academic resources	credible sources, credible information
immersive	adj	/ɪˈmɜːsɪv/	đắm chìm, nhập vai	providing immersive experiences	immersive experience, immersive environment
retention	n	/rɪˈtenʃn/	sự ghi nhớ, khả năng lưu giữ	better retention of information	information retention, knowledge retention
inadvertently	adv	/ˌɪnədˈvɜːtntli/	vô ý, không cố ý	not inadvertently disadvantage certain students	inadvertently create, inadvertently cause

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
integration	n	/ˌɪntɪˈɡreɪʃn/	sự hội nhập, tích hợp	The integration of mobile technology	technology integration, curriculum integration
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm, giáo dục	a fundamental shift in pedagogical approaches	pedagogical approach, pedagogical method
situated learning	n phrase	/ˈsɪtʃueɪtɪd ˈlɜːnɪŋ/	học tập trong bối cảnh thực tế	facilitates situated learning	situated learning theory
constructivist	adj	/kənˈstrʌktɪvɪst/	(theo) thuyết kiến tạo	aligns closely with constructivist theories	constructivist approach, constructivist theory
intrinsic motivation	n phrase	/ɪnˈtrɪnsɪk ˌməʊtɪˈveɪʃn/	động lực nội tại	increase intrinsic motivation	intrinsic motivation, intrinsic rewards
cognitive engagement	n phrase	/ˈkɒɡnətɪv ɪnˈɡeɪdʒmənt/	sự gắn kết nhận thức	deeper cognitive engagement	cognitive engagement, mental engagement
temporal flexibility	n phrase	/ˈtempərəl ˌfleksəˈbɪləti/	tính linh hoạt về thời gian	The temporal flexibility afforded by mobile learning	temporal flexibility, scheduling flexibility
multimodal	adj	/ˌmʌltiˈməʊdl/	đa phương thức	multimodal learning experiences	multimodal approach, multimodal content
geolocation	n	/ˌdʒiːəʊləʊˈkeɪʃn/	định vị địa lý	The geolocation capabilities of smartphones	geolocation technology, geolocation data
ethnographic	adj	/ˌeθnəˈɡræfɪk/	thuộc về dân tộc học	Students conducting ethnographic research	ethnographic research, ethnographic study
cognitive load	n phrase	/ˈkɒɡnətɪv ləʊd/	tải lượng nhận thức	concerns cognitive load	cognitive load theory, mental load
ephemeral	adj	/ɪˈfemərəl/	phù du, tồn tại ngắn ngủi	the ephemeral nature of digital content	ephemeral content, ephemeral nature
curating	v	/kjʊəˈreɪtɪŋ/	tuyển chọn, quản lý (nội dung)	curating mobile learning resources	curating content, content curation
metadata	n	/ˈmetədeɪtə/	siêu dữ liệu	annotate findings with geographical metadata	geographical metadata, data metadata
precarious	adj	/prɪˈkeəriəs/	không chắc chắn, bấp bênh	precarious educational foundations	precarious situation, precarious position

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
proliferation	n	/prəˌlɪfəˈreɪʃn/	sự gia tăng nhanh chóng	The proliferation of mobile learning technologies	rapid proliferation, proliferation of technology
epistemological	adj	/ɪˌpɪstɪməˈlɒdʒɪkl/	thuộc về nhận thức luận	epistemological reconfiguration	epistemological shift, epistemological framework
destabilized	v	/diːˈsteɪbəlaɪzd/	làm mất ổn định	effectively destabilized traditional hierarchies	destabilize power, destabilize systems
post-structuralist	adj	/pəʊst ˈstrʌktʃərəlɪst/	(theo) chủ nghĩa hậu cấu trúc	post-structuralist conceptions of knowledge	post-structuralist theory, post-structuralist approach
heteroglossia	n	/ˌhetərəˈɡlɒsiə/	đa ngôn ngữ, đa giọng nói	instantiate heteroglossia	Bakhtinian heteroglossia
polyphonic	adj	/ˌpɒliˈfɒnɪk/	đa âm, nhiều giọng nói	contribute to a polyphonic discourse	polyphonic discourse, polyphonic voices
subaltern	adj/n	/səˈbɔːltən/	thuộc tầng lớp dưới, bị áp bức	the study of subaltern cultures	subaltern groups, subaltern voices
marginalized	adj	/ˈmɑːdʒɪnəlaɪzd/	bị gạt ra ngoài lề	historically marginalized within mainstream	marginalized communities, marginalized groups
emic	adj	/ˈiːmɪk/	(quan điểm) từ bên trong	emic understandings	emic perspective, emic approach
etic	adj	/ˈetɪk/	(quan điểm) từ bên ngoài	etic analytical frameworks	etic perspective, etic analysis
hypertextual	adj	/ˌhaɪpəˈtekstʃuəl/	liên kết siêu văn bản	The hypertextual and networked structure	hypertextual environment, hypertextual links
rhizomatic	adj	/ˌraɪzəʊˈmætɪk/	dạng rễ cây (phi tuyến tính)	rhizomatic approach to knowledge	rhizomatic structure, rhizomatic learning
affordances	n	/əˈfɔːdnsɪz/	khả năng hỗ trợ, tính năng	The affordances of mobile technology	technological affordances, design affordances
epistemological relativism	n phrase	/ɪˌpɪstɪməˈlɒdʒɪkl ˈrelətɪvɪzəm/	chủ nghĩa tương đối nhận thức	risks producing epistemological relativism	philosophical relativism
triangulation	n	/traɪˌæŋɡjuˈleɪʃn/	phép tam giác (xác minh từ nhiều nguồn)	processes of triangulation and verification	data triangulation, research triangulation
algorithmic curation	n phrase	/ˌælɡəˈrɪðmɪk kjʊəˈreɪʃn/	sự quản lý bằng thuật toán	algorithmic curation of content	algorithmic selection, algorithmic filtering
filter bubbles	n phrase	/ˈfɪltə ˈbʌblz/	bong bóng lọc (chỉ nhận thông tin phù hợp sở thích)	inadvertently create filter bubbles	information bubble, echo chamber
ethnocentrism	n	/ˌeθnəʊˈsentrɪzəm/	chủ nghĩa dân tộc trung tâm	reinforcing ethnocentrism	cultural ethnocentrism, Western ethnocentrism

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Kết bài

Chủ đề The impact of mobile learning on cultural studies không chỉ phản ánh xu hướng công nghệ trong giáo dục hiện đại mà còn là một chủ đề quan trọng thường xuyên xuất hiện trong các kỳ thi IELTS Reading. Qua ba passages với độ khó tăng dần, bạn đã được tiếp cận với đầy đủ các dạng câu hỏi thường gặp trong IELTS, từ Multiple Choice, True/False/Not Given đến các dạng nâng cao như Matching Headings và Summary Completion.

Đề thi mẫu này đã cung cấp cho bạn 40 câu hỏi đa dạng cùng với đáp án chi tiết và giải thích cụ thể từng câu, giúp bạn hiểu rõ cách tìm thông tin trong bài đọc và kỹ thuật paraphrase – một kỹ năng cốt lõi trong IELTS Reading. Bộ từ vựng được phân loại theo từng passage cũng sẽ giúp bạn xây dựng vốn từ vựng học thuật vững chắc, đặc biệt là các thuật ngữ liên quan đến công nghệ giáo dục và nghiên cứu văn hóa.

Để đạt kết quả tốt nhất, hãy làm bài test trong điều kiện như thi thật (60 phút, không tra từ điển), sau đó đối chiếu đáp án và đọc kỹ phần giải thích để hiểu tại sao mình sai hoặc đúng. Đừng quên học thuộc các từ vựng quan trọng và thực hành thường xuyên với nhiều đề thi khác nhau. Chúc bạn ôn tập hiệu quả và đạt band điểm mục tiêu trong kỳ thi IELTS sắp tới!