Mở Bài
Sự phát triển vượt bậc của công nghệ số trong thập kỷ qua đã tạo nên một cuộc cách mạng trong lĩnh vực giáo dục, đặc biệt là sự trỗi dậy của các nền tảng học trực tuyến. Chủ đề “The Rise Of Remote Learning Platforms In Education” không chỉ là xu hướng toàn cầu mà còn là một trong những đề tài phổ biến trong kỳ thi IELTS Reading, xuất hiện với tần suất cao trong các đề thi từ năm 2020 đến nay.
Bài viết này được thiết kế đặc biệt để giúp các bạn học viên Việt Nam làm quen với dạng đề thi thực tế về chủ đề công nghệ giáo dục. Bạn sẽ được trải nghiệm một bộ đề thi hoàn chỉnh bao gồm ba passages với độ khó tăng dần từ Easy đến Hard, 40 câu hỏi đa dạng giống thi thật 100%, kèm theo đáp án chi tiết với giải thích cụ thể và phương pháp paraphrase. Đặc biệt, bài viết còn cung cấp bộ từ vựng chuyên ngành quan trọng và các kỹ thuật làm bài hiệu quả giúp bạn tự tin chinh phục band điểm mục tiêu.
Bộ đề này phù hợp cho học viên từ band 5.0 trở lên, với cấu trúc câu hỏi được thiết kế bài bản để rèn luyện kỹ năng đọc hiểu học thuật và quản lý thời gian hiệu quả.
Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
Bài thi IELTS Reading kéo dài 60 phút và bao gồm 3 passages với tổng cộng 40 câu hỏi. Mỗi passage sẽ có độ dài khoảng 700-1000 từ và độ khó tăng dần. Điểm quan trọng là bạn không có thời gian thêm để chuyển đáp án sang phiếu trả lời như phần Listening, do đó kỹ năng quản lý thời gian là yếu tố then chốt.
Phân bổ thời gian khuyến nghị:
- Passage 1: 15-17 phút (độ khó Easy, band 5.0-6.5)
- Passage 2: 18-20 phút (độ khó Medium, band 6.0-7.5)
- Passage 3: 23-25 phút (độ khó Hard, band 7.0-9.0)
Với cách phân bổ này, bạn còn dư 2-3 phút để kiểm tra lại đáp án cuối cùng.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu dưới đây bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
- True/False/Not Given – Xác định thông tin đúng/sai/không đề cập
- Sentence Completion – Hoàn thành câu với từ trong bài
- Yes/No/Not Given – Xác định quan điểm tác giả
- Matching Headings – Ghép tiêu đề với đoạn văn
- Summary Completion – Điền từ vào đoạn tóm tắt
- Short-answer Questions – Trả lời câu hỏi ngắn
Mỗi dạng câu hỏi yêu cầu chiến lược làm bài riêng biệt, và việc luyện tập đa dạng sẽ giúp bạn linh hoạt hơn trong phòng thi thực tế.
IELTS Reading Practice Test
PASSAGE 1 – The Digital Revolution in Modern Classrooms
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
The transformation of education through digital technology has fundamentally changed how students learn and teachers instruct. Over the past decade, remote learning platforms have evolved from simple video conferencing tools into sophisticated educational ecosystems that facilitate interactive learning across geographical boundaries. This shift has been particularly pronounced since 2020, when the global pandemic forced educational institutions worldwide to rapidly adopt digital solutions.
Online learning platforms such as Coursera, edX, and Khan Academy have democratized access to quality education. These platforms offer courses from prestigious universities and industry experts to anyone with an internet connection. Students in rural Vietnam can now access the same lectures as those attending Harvard or MIT, breaking down traditional barriers to educational opportunity. This unprecedented access has created a more equitable learning environment where knowledge is no longer confined to physical classrooms.
The flexibility offered by remote learning is one of its most compelling advantages. Unlike traditional classroom settings with fixed schedules, online platforms allow learners to study at their own pace and convenience. A working professional can take courses after office hours, while a parent can learn during their child’s naptime. This asynchronous learning model has made education accessible to demographics that were previously excluded from conventional educational systems.
Interactive features have become increasingly sophisticated in modern learning platforms. Virtual classrooms now incorporate real-time polls, breakout rooms for group discussions, digital whiteboards, and gamification elements that enhance student engagement. These tools replicate and often improve upon the collaborative aspects of traditional classrooms. Students can participate in discussions through chat functions, submit assignments digitally, and receive immediate feedback through automated grading systems.
However, the rise of remote learning has not been without challenges. The digital divide remains a significant obstacle, particularly in developing countries where internet connectivity and device availability are limited. Many students lack access to reliable internet or personal computers, creating educational inequalities that mirror existing socioeconomic disparities. Additionally, concerns about screen time and its impact on children’s health have prompted debates about the appropriate balance between digital and traditional learning methods.
Teacher training has emerged as a critical factor in successful remote education implementation. Educators accustomed to face-to-face instruction must develop new skills to effectively engage students in virtual environments. This includes mastering various software platforms, creating engaging digital content, and adapting pedagogical approaches to suit online formats. Many educational institutions have invested heavily in professional development programs to support teachers through this transition.
The social dimension of learning presents another challenge for remote platforms. Traditional schools provide more than academic instruction; they serve as spaces for social interaction, character development, and community building. Students develop important soft skills through face-to-face interactions with peers and teachers. While video conferencing can facilitate some level of social connection, it cannot fully replicate the rich social environment of physical classrooms.
Assessment methods have also undergone significant transformation in the remote learning context. Traditional examinations conducted in supervised settings are difficult to replicate online, raising concerns about academic integrity. Educators have responded by developing alternative assessment strategies, including open-book exams, project-based evaluations, and continuous assessment models that focus on understanding rather than memorization. These new approaches may actually provide more authentic measures of student learning than traditional tests.
Looking forward, experts predict that the future of education will likely involve hybrid models that combine the best elements of both remote and in-person learning. This blended approach could offer the flexibility and accessibility of online platforms while maintaining the social benefits and hands-on experiences of traditional classrooms. Universities are already experimenting with flipped classroom models where students watch lectures online and use classroom time for discussions and practical applications.
Giống với những xu hướng mà bạn có thể tìm hiểu thêm trong How is AI being used in personalized education?, sự phát triển của các nền tảng học trực tuyến đang tạo ra những cơ hội chưa từng có cho việc cá nhân hóa trải nghiệm học tập. The scalability of remote learning platforms means that quality education can reach millions of students simultaneously, something impossible with traditional classroom models. As technology continues to advance, we can expect even more innovative features that enhance the learning experience and make education truly accessible to all.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C or D.
1. According to the passage, remote learning platforms have evolved into:
A. Simple communication tools
B. Complex educational systems
C. Video recording devices
D. Social media networks
2. What is described as one of the main advantages of online learning platforms?
A. They are cheaper than traditional schools
B. They provide the same courses to everyone
C. They require less teacher involvement
D. They eliminate the need for textbooks
3. The passage suggests that asynchronous learning is beneficial because:
A. It is faster than traditional learning
B. It requires less effort from students
C. It accommodates different schedules
D. It uses less technology
4. The digital divide refers to:
A. Different teaching methods in schools
B. Unequal access to technology and internet
C. The gap between teachers and students
D. Various types of online platforms
5. According to the text, hybrid models in education:
A. Completely replace traditional classrooms
B. Focus only on online learning
C. Combine remote and face-to-face learning
D. Eliminate the need for teachers
Questions 6-9: 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
6. Remote learning platforms were widely used before 2020.
7. Teachers need special training to teach effectively online.
8. Online assessments are easier to administer than traditional exams.
9. All universities have adopted flipped classroom models.
Questions 10-13: Sentence Completion
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
10. Virtual classrooms now include features like digital whiteboards and __ to increase student participation.
11. The __ of learning is one aspect that is difficult to replicate in online environments.
12. New assessment strategies focus on __ rather than memorization.
13. The __ of remote platforms allows education to reach millions of students at once.
PASSAGE 2 – Pedagogical Implications of Technology-Enhanced Learning
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The proliferation of remote learning platforms has precipitated a fundamental reconceptualization of pedagogical theory and practice. Educational theorists argue that the shift to digital learning environments represents more than a mere technological upgrade; it constitutes a paradigmatic transformation in how we understand the teaching-learning process. This transformation necessitates a critical examination of both the opportunities and constraints inherent in technology-mediated education.
Constructivist learning theory, which emphasizes active knowledge construction over passive information reception, finds particular resonance in well-designed online learning environments. Digital platforms can facilitate collaborative problem-solving, peer-to-peer interaction, and inquiry-based learning more effectively than traditional lecture-based instruction. For instance, discussion forums and collaborative documents enable students to engage in asynchronous dialogue, allowing for more reflective responses than the spontaneous exchanges typical of physical classrooms. This temporal flexibility can actually deepen cognitive engagement and promote more thoughtful discourse.
Adaptive learning technologies represent one of the most promising developments in educational technology. These systems utilize sophisticated algorithms and artificial intelligence to personalize learning pathways based on individual student performance and preferences. When a student struggles with a particular concept, the system can provide additional resources, alternative explanations, or scaffolded practice opportunities. Conversely, advanced learners can progress more rapidly through material they have mastered, avoiding the pacing constraints of traditional classrooms where instruction must accommodate the entire class.
Nền tảng học trực tuyến với công nghệ AI tùy chỉnh đường học cho từng sinh viên trong môi trường giáo dục hiện đại
The multimodal nature of digital content presents significant pedagogical advantages. Unlike traditional textbooks, which are confined to static text and images, online platforms can integrate video lectures, interactive simulations, virtual laboratories, 3D models, and augmented reality experiences. This rich media environment accommodates diverse learning styles and cognitive preferences, potentially improving comprehension and retention. Research in cognitive load theory suggests that well-designed multimedia instruction can enhance learning by distributing cognitive processing across multiple channels, though poorly designed materials may actually impede learning through cognitive overload.
Nevertheless, the transition to remote learning has exposed several pedagogical vulnerabilities. The reduction of non-verbal communication cues in virtual environments compromises the subtle feedback mechanisms that skilled teachers use to gauge student understanding and adjust instruction accordingly. In physical classrooms, teachers can read body language, facial expressions, and energy levels to determine when clarification is needed or when to change approach. These intuitive assessments are significantly more difficult when students appear only as names on a screen or even in video tiles where attention may be divided.
Metacognitive skills – the ability to monitor and regulate one’s own learning – become critically important in self-directed online environments. Successful remote learners must develop strong time management, self-motivation, and strategic learning skills. However, younger students and those from less educationally supportive environments may lack these executive function capacities. This has led some researchers to caution that remote learning may exacerbate educational inequalities by favoring students who already possess strong academic self-regulation.
Những thách thức tương tự cũng xuất hiện trong bối cảnh làm việc từ xa như được phân tích chi tiết trong Economic effects of remote work on productivity, where self-discipline and independent work management significantly impact outcomes. The assessment authenticity issue has generated considerable scholarly debate. Traditional proctored examinations attempt to ensure that assessments measure individual student knowledge under controlled conditions. Remote examinations present obvious challenges to this model, as students may have access to unauthorized resources or assistance. While proctoring software that monitors students through webcams and tracks computer activity has emerged as one solution, such surveillance raises ethical concerns about privacy and trust.
Some educators advocate for fundamentally reimagining assessment rather than attempting to replicate traditional exams online. Competency-based assessment, portfolio evaluation, and authentic performance tasks may provide more meaningful measures of student learning than time-constrained examinations. These approaches align with contemporary understanding of expertise as involving not just knowledge recall but the ability to apply knowledge in novel contexts, think critically, and solve complex problems – skills that traditional multiple-choice tests poorly capture.
The social presence theory offers important insights into designing effective online learning communities. This framework suggests that creating a sense of community, interpersonal connection, and shared purpose is essential for meaningful learning. Successful online courses often incorporate structured social interactions, collaborative projects, and opportunities for students to develop relationships beyond purely academic exchanges. Some platforms facilitate this through virtual study groups, peer mentoring programs, and synchronous social events that build cohort identity.
Institutional infrastructure and support systems play a crucial but often underappreciated role in remote learning success. Students need more than just access to learning platforms; they require technical support when problems arise, academic advising to navigate course selections, library resources for research, and mental health services to address the psychological stresses of isolation and uncertainty. Educational institutions that invested in comprehensive support ecosystems have seen significantly better student retention and satisfaction rates than those that simply moved courses online without attending to these holistic needs.
Looking toward the future, the most thoughtful educators recognize that technology should serve pedagogical goals rather than driving educational practice. The question is not whether remote learning is superior or inferior to traditional instruction, but rather how to strategically leverage digital tools to enhance learning while remaining attentive to their limitations. This requires ongoing pedagogical innovation, evidence-based practice, and a commitment to educational equity that ensures all students can benefit from technological advances.
Questions 14-26
Questions 14-17: Yes/No/Not Given
Do the following statements agree with the views of the writer in the passage?
Write:
- YES if the statement agrees with the views of the writer
- NO if the statement contradicts the views of the writer
- NOT GIVEN if it is impossible to say what the writer thinks about this
14. Digital platforms are inherently better than traditional classrooms for collaborative learning.
15. Adaptive learning technologies can adjust to individual student needs.
16. Multimedia content always improves student learning outcomes.
17. Remote learning requires stronger self-regulation skills from students.
Questions 18-22: Matching Headings
The passage has nine paragraphs (1-9). Choose the correct heading for paragraphs 2-6 from the list of headings below.
List of Headings:
i. The role of institutional support in online education
ii. Constructivist approaches in digital environments
iii. Privacy concerns in online assessment
iv. Benefits of diverse content formats
v. Challenges in reading student feedback online
vi. The future of educational technology
vii. Personalized learning through AI systems
viii. Traditional examination methods
ix. The importance of social connections
18. Paragraph 2 __
19. Paragraph 3 __
20. Paragraph 4 __
21. Paragraph 5 __
22. Paragraph 6 __
Questions 23-26: Summary Completion
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Remote learning platforms have changed educational practices significantly. While they support 23. __ where students actively build knowledge, they also present challenges. Teachers find it difficult to observe 24. __ in virtual classrooms, which they normally use to assess understanding. Additionally, younger students may lack the necessary 25. __ to succeed in independent online learning. Some educators suggest that instead of traditional exams, we should use 26. __ that better measure real-world application of knowledge.
PASSAGE 3 – The Socioeconomic and Epistemological Dimensions of Digital Education Transformation
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The ascendancy of remote learning platforms represents a watershed moment in the genealogy of educational thought, one that demands interrogation not merely of pedagogical efficacy but of the epistemological assumptions and socioeconomic structures that undergird contemporary education systems. While techno-optimists herald digital education as a panacea for longstanding educational challenges, critical scholars caution against uncritical embrace of technologies that may perpetuate or even amplify existing forms of educational stratification and epistemic injustice.
The political economy of educational technology reveals troubling concentrations of power and influence. A small number of multinational corporations – predominantly headquartered in Silicon Valley – have come to exercise disproportionate influence over the infrastructure of global education. These platforms mediate not only how education is delivered but increasingly what counts as knowledge and how learning is assessed. The proprietary algorithms that determine content recommendations, learning analytics, and performance metrics operate as black boxes, their decision-making logic opaque even to educators who rely on them. This raises fundamental questions about educational sovereignty and whether the democratization promised by digital platforms is genuine or illusory.
Data extraction has emerged as a central – though often unacknowledged – feature of remote learning ecosystems. Every click, pause, and interaction generates data that platforms collect, analyze, and commodify. While such data can inform adaptive learning and personalized feedback, it also enables unprecedented surveillance of learning processes. Students become quantified subjects, their educational experiences reduced to data points that feed predictive models and algorithmic recommendations. The concept of surveillance capitalism, articulated by scholar Shoshana Zuboff, seems particularly salient in this context: educational platforms extract behavioral surplus that can be monetized through targeted advertising, sold to third parties, or used to refine products in ways that serve corporate rather than educational interests.
Khoảng cách số trong giáo dục trực tuyến thể hiện sự bất bình đẳng về cơ hội học tập giữa các tầng lớp xã hội
The discourse surrounding remote learning often exhibits what might be termed technological determinism – the assumption that technology itself drives social change in predictable and beneficial directions. This perspective obscures the ways that technology is socially constructed and shaped by existing power relations. The design choices embedded in learning platforms reflect particular cultural values, epistemological commitments, and assumptions about learning that are presented as neutral or universal but are in fact culturally specific. For instance, the emphasis on individual achievement, measurable outcomes, and competitive metrics common in many platforms reflects Anglo-American educational values that may be discordant with more collectivist or process-oriented educational traditions prevalent in other cultural contexts.
Epistemic diversity faces particular threats in the standardization enabled by global learning platforms. While these platforms provide access to educational resources previously geographically constrained, they also risk homogenizing knowledge production around dominant paradigms and canonical texts, typically those produced in English by institutions in the Global North. Indigenous knowledge systems, non-Western intellectual traditions, and localized expertise may be marginalized in favor of content deemed globally relevant by platform designers. This epistemic colonization – the imposition of particular ways of knowing as universal – represents a form of violence that digital platforms may inadvertently perpetuate despite liberatory intentions.
Addressing the nuanced relationship between technology and learning capabilities draws parallels with concepts explored in Digital literacy in the modern workplace, where technological proficiency intersects with deeper questions of access and equity. The credentialing function of education faces disruption and potential transformation through digital platforms. Traditional gatekeeping mechanisms – admissions processes, residency requirements, tuition barriers – are circumvented by open-access platforms offering certificates and even degrees. Yet questions about the relative value and recognition of these credentials persist. Do employers and society value a MOOC certificate equivalently to a traditional degree? Who holds the authority to confer credentials that carry cultural capital? The unbundling of education – separating teaching, assessment, and credentialing functions that were traditionally integrated – may increase flexibility but also introduces new forms of stratification based on credential prestige.
The affective dimensions of learning – motivation, belonging, intellectual excitement, frustration, perseverance – are mediated differently in remote environments with consequential implications. Educational theorists have long recognized that learning is not purely cognitive but involves the whole person, including emotional and social dimensions. The disembodiment of remote learning – the separation of minds from bodies, individuals from physical communities – may attenuate these affective connections that sustain intellectual engagement over time. While some students thrive in the anonymity and reduced social pressure of online environments, others experience isolation, disconnection, and alienation that undermine learning.
Temporal considerations add another layer of complexity. The accelerated pace of technological change means that platforms, interfaces, and pedagogical models evolve rapidly, creating discontinuities in educational experience. Students may find themselves navigating multiple platforms with different conventions and affordances, each requiring adaptation and cognitive overhead. Teachers face perpetual retraining as the tools they have mastered become obsolete. This temporal instability contrasts with traditional educational institutions that, whatever their flaws, provided continuity and stability across generations.
The environmental calculus of remote learning presents paradoxes rarely addressed in promotional discourse. While digital education eliminates commuting and reduces the need for physical infrastructure, thereby potentially reducing carbon footprints, the computational demands of sophisticated platforms, particularly those utilizing artificial intelligence and processing massive datasets, require enormous energy consumption. The material infrastructure of digital technology – from rare earth minerals in devices to server farms cooling systems – has significant environmental impacts that may offset apparent efficiencies.
Resistance and critical engagement with educational technology take various forms, from teachers who deliberately maintain analog practices to students who subvert platform surveillance through tactical behaviors. Some scholars advocate for technological sovereignty – the right of educational communities to choose, modify, or reject technologies based on their values and needs rather than accepting prescriptive solutions. Open-source alternatives to proprietary platforms represent one avenue for such sovereignty, though they require technical capacity and resources not universally available.
The future trajectory of remote learning remains contested and contingent, shaped by ongoing struggles over values, resources, and power. Rather than asking whether digital platforms will replace traditional education – a question that assumes inevitability and technological determinism – we might more productively ask: What forms of education do we want these technologies to enable? Whose interests should they serve? How can we harness technological affordances while mitigating their deleterious effects? These questions require ongoing deliberation involving not just technologists and administrators but students, teachers, families, and communities whose lives these systems profoundly affect. Only through such inclusive, critical engagement can we hope to realize educational technologies that truly serve human flourishing rather than narrow instrumental ends.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C or D.
27. According to the passage, techno-optimists view digital education as:
A. A temporary solution to current problems
B. A cure-all for educational challenges
C. An unnecessary technological advancement
D. A threat to traditional teaching methods
28. The term “surveillance capitalism” in the passage refers to:
A. Government monitoring of educational institutions
B. Teachers observing student behavior online
C. Companies profiting from collected user data
D. Security measures in online platforms
29. What does the author suggest about design choices in learning platforms?
A. They are completely objective and neutral
B. They reflect specific cultural values and assumptions
C. They are universally applicable to all contexts
D. They are determined by student preferences
30. The concept of “unbundling” in education means:
A. Combining different educational services together
B. Removing unnecessary content from courses
C. Separating teaching, assessment, and credentialing
D. Integrating technology into all aspects of learning
31. According to the passage, the environmental impact of digital learning is:
A. Entirely positive due to reduced commuting
B. Entirely negative due to energy consumption
C. Complex and potentially contradictory
D. Negligible compared to traditional education
Questions 32-36: Matching Features
Match each concept (32-36) with the correct description (A-H) from the list below.
Concepts:
32. Proprietary algorithms
33. Epistemic colonization
34. Credentialing function
35. Affective dimensions
36. Technological sovereignty
Descriptions:
A. The emotional and social aspects of learning
B. The process of awarding educational qualifications
C. The right to choose or reject technologies based on community values
D. Hidden decision-making systems in platforms
E. The use of artificial intelligence in education
F. The imposition of particular knowledge systems as universal
G. The cost of educational technology
H. The speed of technological change
Questions 37-40: Short-answer Questions
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
37. What kind of platforms provide alternatives to proprietary educational technology?
38. According to the passage, what is generated by every interaction with remote learning platforms?
39. What type of knowledge systems may be marginalized by global learning platforms?
40. Besides technologists and administrators, who else should be involved in decisions about educational technologies?
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- B
- C
- B
- C
- FALSE
- TRUE
- NOT GIVEN
- NOT GIVEN
- gamification elements
- social dimension
- understanding
- scalability
PASSAGE 2: Questions 14-26
- NO
- YES
- NO
- YES
- ii
- vii
- iv
- v
- vi
- constructivist learning
- non-verbal communication / body language
- metacognitive skills / executive function
- authentic performance tasks / competency-based assessment
PASSAGE 3: Questions 27-40
- B
- C
- B
- C
- C
- D
- F
- B
- A
- C
- Open-source alternatives
- Data
- Indigenous knowledge systems
- Students, teachers, families/communities
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B – Complex educational systems
- Dạng câu hỏi: Multiple Choice
- Từ khóa: remote learning platforms, evolved into
- Vị trí trong bài: Đoạn 1, dòng 1-3
- Giải thích: Câu đầu tiên đề cập “remote learning platforms have evolved from simple video conferencing tools into sophisticated educational ecosystems”. Từ “sophisticated educational ecosystems” được paraphrase thành “complex educational systems” trong đáp án B.
Câu 2: B – They provide the same courses to everyone
- Dạng câu hỏi: Multiple Choice
- Từ khóa: main advantages, online learning platforms
- Vị trí trong bài: Đoạn 2, dòng 3-5
- Giải thích: Đoạn văn nói “Students in rural Vietnam can now access the same lectures as those attending Harvard or MIT”. Ý này được paraphrase thành “provide the same courses to everyone” ở đáp án B, nhấn mạnh sự bình đẳng trong tiếp cận giáo dục.
Câu 3: C – It accommodates different schedules
- Dạng câu hỏi: Multiple Choice
- Từ khóa: asynchronous learning, beneficial
- Vị trí trong bài: Đoạn 3, dòng 2-5
- Giải thích: Bài viết giải thích “A working professional can take courses after office hours, while a parent can learn during their child’s naptime”, cho thấy lợi ích chính là phù hợp với lịch trình khác nhau.
Câu 6: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: Remote learning platforms, widely used, before 2020
- Vị trí trong bài: Đoạn 1, dòng 4-5
- Giải thích: Bài viết nói rõ “particularly pronounced since 2020, when the global pandemic forced educational institutions worldwide to rapidly adopt digital solutions”, ngụ ý rằng việc sử dụng rộng rãi bắt đầu từ 2020, không phải trước đó.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: Teachers, special training, teach effectively online
- Vị trí trong bài: Đoạn 6, toàn đoạn
- Giải thích: Đoạn văn nêu rõ “Educators accustomed to face-to-face instruction must develop new skills” và “Many educational institutions have invested heavily in professional development programs”, xác nhận giáo viên cần đào tạo đặc biệt.
Câu 10: gamification elements
- Dạng câu hỏi: Sentence Completion
- Từ khóa: Virtual classrooms, digital whiteboards, increase student participation
- Vị trí trong bài: Đoạn 4, dòng 2-3
- Giải thích: Câu gốc: “Virtual classrooms now incorporate real-time polls, breakout rooms for group discussions, digital whiteboards, and gamification elements that enhance student engagement.”
Câu 13: scalability
- Dạng câu hỏi: Sentence Completion
- Từ khóa: remote platforms, reach millions of students
- Vị trí trong bài: Đoạn 10, dòng 1-2
- Giải thích: Câu gốc: “The scalability of remote learning platforms means that quality education can reach millions of students simultaneously.”
Giải thích đáp án chi tiết bài thi IELTS Reading về nền tảng học trực tuyến với phương pháp paraphrase
Passage 2 – Giải Thích
Câu 14: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: Digital platforms, inherently better, collaborative learning
- Vị trí trong bài: Đoạn 2, dòng 1-4
- Giải thích: Đoạn văn nói “can facilitate collaborative problem-solving… more effectively than traditional lecture-based instruction” nhưng không nói inherently better (tốt hơn về bản chất). Tác giả chỉ đề cập đến tiềm năng, không khẳng định tuyệt đối.
Câu 15: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: Adaptive learning technologies, adjust, individual student needs
- Vị trí trong bài: Đoạn 3, toàn đoạn
- Giải thích: Đoạn văn mô tả chi tiết “personalize learning pathways based on individual student performance and preferences” và “provide additional resources… or scaffolded practice opportunities”, thể hiện rõ khả năng điều chỉnh theo nhu cầu cá nhân.
Câu 16: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: Multimedia content, always improves, learning outcomes
- Vị trí trong bài: Đoạn 4, dòng cuối
- Giải thích: Quan trọng là câu “poorly designed materials may actually impede learning through cognitive overload”, cho thấy tác giả không đồng ý rằng multimedia “always” cải thiện học tập – nó phụ thuộc vào thiết kế.
Câu 18: ii – Constructivist approaches in digital environments
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn 2
- Giải thích: Đoạn văn bắt đầu với “Constructivist learning theory” và thảo luận về cách digital platforms hỗ trợ active knowledge construction và collaborative learning.
Câu 19: vii – Personalized learning through AI systems
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn 3
- Giải thích: Toàn bộ đoạn văn tập trung vào adaptive learning technologies sử dụng AI để personalize learning pathways.
Câu 23: constructivist learning
- Dạng câu hỏi: Summary Completion
- Từ khóa: students actively build knowledge
- Vị trí trong bài: Đoạn 2, dòng 1
- Giải thích: Câu gốc: “Constructivist learning theory, which emphasizes active knowledge construction over passive information reception.”
Câu 25: metacognitive skills hoặc executive function
- Dạng câu hỏi: Summary Completion
- Từ khóa: younger students, lack, succeed in independent online learning
- Vị trí trong bài: Đoạn 6, dòng 3-5
- Giải thích: Câu gốc: “younger students and those from less educationally supportive environments may lack these executive function capacities” và đoạn trước đề cập đến metacognitive skills.
Passage 3 – Giải Thích
Câu 27: B – A cure-all for educational challenges
- Dạng câu hỏi: Multiple Choice
- Từ khóa: techno-optimists, view digital education
- Vị trí trong bài: Đoạn 1, dòng 3-4
- Giải thích: Từ “panacea” trong bài có nghĩa là “cure-all” – thuốc chữa bách bệnh, phương thuốc vạn năng. Câu gốc: “techno-optimists herald digital education as a panacea for longstanding educational challenges.”
Câu 28: C – Companies profiting from collected user data
- Dạng câu hỏi: Multiple Choice
- Từ khóa: surveillance capitalism, refers to
- Vị trí trong bài: Đoạn 3, dòng 5-7
- Giải thích: Định nghĩa được giải thích: “educational platforms extract behavioral surplus that can be monetized through targeted advertising, sold to third parties, or used to refine products.”
Câu 29: B – They reflect specific cultural values and assumptions
- Dạng câu hỏi: Multiple Choice
- Từ khóa: design choices, learning platforms
- Vị trí trong bài: Đoạn 4, dòng 3-5
- Giải thích: Câu gốc: “The design choices embedded in learning platforms reflect particular cultural values, epistemological commitments, and assumptions about learning that are presented as neutral or universal but are in fact culturally specific.”
Câu 32: D – Hidden decision-making systems in platforms
- Dạng câu hỏi: Matching Features
- Khái niệm: Proprietary algorithms
- Vị trí trong bài: Đoạn 2, dòng 4-6
- Giải thích: Bài viết mô tả “proprietary algorithms… operate as black boxes, their decision-making logic opaque”, tức là hệ thống ra quyết định ẩn giấu.
Câu 33: F – The imposition of particular knowledge systems as universal
- Dạng câu hỏi: Matching Features
- Khái niệm: Epistemic colonization
- Vị trí trong bài: Đoạn 5, dòng cuối
- Giải thích: Định nghĩa rõ ràng: “This epistemic colonization – the imposition of particular ways of knowing as universal.”
Câu 37: Open-source alternatives
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: alternatives, proprietary educational technology
- Vị trí trong bài: Đoạn 11, dòng 3
- Giải thích: Câu gốc: “Open-source alternatives to proprietary platforms represent one avenue for such sovereignty.”
Câu 40: Students, teachers, families/communities
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: besides technologists and administrators, involved in decisions
- Vị trí trong bài: Đoạn 12, dòng 4-5
- Giải thích: Câu gốc: “These questions require ongoing deliberation involving not just technologists and administrators but students, teachers, families, and communities.”
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| facilitate | v | /fəˈsɪlɪteɪt/ | Tạo điều kiện, hỗ trợ | Platforms facilitate interactive learning | facilitate learning/communication/access |
| unprecedented | adj | /ʌnˈpresɪdentɪd/ | Chưa từng có tiền lệ | This unprecedented access has created opportunities | unprecedented access/growth/change |
| equitable | adj | /ˈekwɪtəbl/ | Công bằng, bình đẳng | A more equitable learning environment | equitable access/distribution/solution |
| asynchronous | adj | /eɪˈsɪŋkrənəs/ | Không đồng bộ | Asynchronous learning model | asynchronous learning/communication |
| compelling | adj | /kəmˈpelɪŋ/ | Hấp dẫn, thuyết phục | One of its most compelling advantages | compelling argument/evidence/reason |
| gamification | n | /ˌɡeɪmɪfɪˈkeɪʃn/ | Trò chơi hóa | Gamification elements enhance engagement | gamification strategy/element |
| digital divide | n | /ˈdɪdʒɪtl dɪˈvaɪd/ | Khoảng cách số | The digital divide remains a significant obstacle | bridge/close the digital divide |
| pedagogical | adj | /ˌpedəˈɡɒdʒɪkl/ | Thuộc sư phạm | Adapting pedagogical approaches | pedagogical approach/method/practice |
| integrity | n | /ɪnˈteɡrəti/ | Tính chính trực, toàn vẹn | Concerns about academic integrity | academic/personal integrity |
| hybrid | adj | /ˈhaɪbrɪd/ | Kết hợp, lai | Hybrid models combine both approaches | hybrid model/approach/system |
| scalability | n | /ˌskeɪləˈbɪləti/ | Khả năng mở rộng quy mô | The scalability of remote learning platforms | achieve/demonstrate scalability |
| democratize | v | /dɪˈmɒkrətaɪz/ | Dân chủ hóa | Platforms democratize access to education | democratize access/information |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| proliferation | n | /prəˌlɪfəˈreɪʃn/ | Sự gia tăng nhanh chóng | The proliferation of remote learning platforms | proliferation of technology/information |
| paradigmatic | adj | /ˌpærədɪɡˈmætɪk/ | Thuộc mô hình mẫu | A paradigmatic transformation | paradigmatic shift/change |
| resonance | n | /ˈrezənəns/ | Sự cộng hưởng | Finds particular resonance in online environments | have/find resonance with |
| scaffolded | adj | /ˈskæfəldɪd/ | Được hỗ trợ từng bước | Scaffolded practice opportunities | scaffolded learning/instruction |
| multimodal | adj | /ˌmʌltiˈməʊdl/ | Đa phương thức | The multimodal nature of digital content | multimodal approach/learning |
| cognitive load | n | /ˈkɒɡnətɪv ləʊd/ | Tải nhận thức | Research in cognitive load theory | reduce/manage cognitive load |
| metacognitive | adj | /ˌmetəˈkɒɡnətɪv/ | Siêu nhận thức | Metacognitive skills become critically important | metacognitive skills/strategies |
| exacerbate | v | /ɪɡˈzæsəbeɪt/ | Làm trầm trọng thêm | May exacerbate educational inequalities | exacerbate problems/inequality |
| proctoring | n | /ˈprɒktərɪŋ/ | Giám sát thi | Proctoring software monitors students | online/remote proctoring |
| competency-based | adj | /ˈkɒmpɪtənsi beɪst/ | Dựa trên năng lực | Competency-based assessment | competency-based education/approach |
| holistic | adj | /həʊˈlɪstɪk/ | Toàn diện | Attending to holistic needs | holistic approach/view/education |
| leverage | v | /ˈliːvərɪdʒ/ | Tận dụng | Strategically leverage digital tools | leverage technology/resources |
| retention | n | /rɪˈtenʃn/ | Sự giữ chân, duy trì | Better student retention rates | student/customer retention |
| inquiry-based | adj | /ɪnˈkwaɪəri beɪst/ | Dựa trên khám phá | Inquiry-based learning | inquiry-based learning/teaching |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| ascendancy | n | /əˈsendənsi/ | Sự vươn lên, thống trị | The ascendancy of remote learning platforms | gain/achieve ascendancy |
| epistemological | adj | /ɪˌpɪstɪməˈlɒdʒɪkl/ | Thuộc nhận thức luận | Epistemological assumptions | epistemological approach/framework |
| herald | v | /ˈherəld/ | Tuyên bố, báo hiệu | Techno-optimists herald digital education | herald a new era/change |
| panacea | n | /ˌpænəˈsiːə/ | Liều thuốc vạn năng | As a panacea for educational challenges | seek/offer a panacea |
| perpetuate | v | /pəˈpetʃueɪt/ | Duy trì, kéo dài | May perpetuate existing inequalities | perpetuate stereotypes/inequality |
| stratification | n | /ˌstrætɪfɪˈkeɪʃn/ | Sự phân tầng | Educational stratification | social/economic stratification |
| disproportionate | adj | /ˌdɪsprəˈpɔːʃənət/ | Không cân xứng | Disproportionate influence | disproportionate impact/effect |
| opaque | adj | /əʊˈpeɪk/ | Mờ đục, khó hiểu | Decision-making logic opaque | remain/become opaque |
| commodify | v | /kəˈmɒdɪfaɪ/ | Thương mại hóa | Collect, analyze, and commodify data | commodify education/culture |
| salient | adj | /ˈseɪliənt/ | Nổi bật, đáng chú ý | Particularly salient in this context | salient feature/point/issue |
| determinism | n | /dɪˈtɜːmɪnɪzəm/ | Chủ nghĩa quyết định | Technological determinism | technological/genetic determinism |
| discordant | adj | /dɪsˈkɔːdnt/ | Bất hòa, mâu thuẫn | May be discordant with other traditions | discordant with/to something |
| homogenizing | v | /həˈmɒdʒənaɪzɪŋ/ | Đồng nhất hóa | Risk homogenizing knowledge production | homogenize culture/content |
| circumvent | v | /ˌsɜːkəmˈvent/ | Vượt qua, phá vỡ | Gatekeeping mechanisms are circumvented | circumvent rules/restrictions |
| unbundling | n | /ʌnˈbʌndlɪŋ/ | Tách rời các thành phần | The unbundling of education | unbundling of services |
| attenuate | v | /əˈtenjueɪt/ | Làm suy yếu | May attenuate affective connections | attenuate effects/influence |
| deleterious | adj | /ˌdelɪˈtɪəriəs/ | Có hại | Mitigating deleterious effects | deleterious effects/impact |
| contingent | adj | /kənˈtɪndʒənt/ | Tùy thuộc, có điều kiện | Remains contested and contingent | contingent on/upon something |
Kết Bài
Chủ đề về sự trỗi dậy của các nền tảng học trực tuyến trong giáo dục không chỉ phản ánh xu hướng phát triển toàn cầu mà còn là một trong những đề tài “nóng” liên tục xuất hiện trong IELTS Reading. Qua ba passages với độ khó tăng dần, bạn đã được trải nghiệm một bộ đề thi hoàn chỉnh bao gồm 40 câu hỏi đa dạng từ Multiple Choice, True/False/Not Given, Matching Headings đến Summary Completion và Short-answer Questions.
Những kỹ năng quan trọng mà đề thi này giúp bạn rèn luyện:
Trong việc phân tích những thay đổi về cách thức giáo dục được cung cấp và tiếp nhận, có những điểm tương đồng với The role of art exhibits in promoting multicultural understanding, where digital platforms similarly facilitate cross-cultural educational exchange. Passage 1 giúp bạn làm quen với việc xác định thông tin cơ bản và hiểu ý chính, Passage 2 nâng cao khả năng suy luận và nhận diện paraphrase phức tạp, còn Passage 3 thách thức bạn với từ vựng học thuật và yêu cầu phân tích sâu. Đáp án chi tiết kèm giải thích đã chỉ ra chính xác vị trí thông tin trong bài, cách tác giả sử dụng paraphrase và lý do các đáp án đúng/sai, giúp bạn hiểu sâu về phương pháp làm bài thay vì chỉ học thuộc đáp án.
Bộ từ vựng được tổng hợp theo từng passage không chỉ giúp bạn mở rộng vốn từ chuyên ngành về công nghệ giáo dục mà còn cung cấp các collocations quan trọng thường xuất hiện trong văn bản học thuật. Hãy dành thời gian học kỹ những từ này và thực hành sử dụng chúng trong ngữ cảnh phù hợp.
Lời khuyên cuối cùng: Đừng chỉ làm đề một lần rồi xem đáp án. Hãy quay lại làm lại sau một tuần, phân tích sâu các câu sai, và đặc biệt chú ý đến những câu Not Given – dạng câu khó nhất trong IELTS Reading. Thành công trong IELTS không đến từ việc làm nhiều đề mà đến từ việc học sâu từ mỗi đề thi. Chúc các bạn ôn tập hiệu quả và đạt band điểm mục tiêu!
