IELTS Reading: Vai Trò Của Mentoring Sinh Viên Trong Hiểu Biết Liên Văn Hóa – Đề Thi Mẫu Có Đáp Án

Mở Bài

Chủ đề student mentoring và cross-cultural understanding ngày càng trở nên phổ biến trong các đề thi IELTS Reading gần đây, đặc biệt khi xu hướng toàn cầu hóa giáo dục phát triển mạnh mẽ. Theo thống kê từ Cambridge IELTS và British Council, các bài đọc về giáo dục đa văn hóa xuất hiện ít nhất 2-3 lần mỗi năm trong kỳ thi thật.

Bài viết này cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với ba passages có độ khó tăng dần từ Easy đến Hard. Bạn sẽ được thực hành với đầy đủ các dạng câu hỏi phổ biến nhất trong IELTS Reading như Multiple Choice, True/False/Not Given, Matching Headings, Summary Completion và nhiều dạng khác. Mỗi passage được thiết kế cẩn thận để phản ánh đúng format và độ khó của đề thi thật, kèm theo đáp án chi tiết và giải thích cặn kẽ từng câu hỏi.

Đề thi này phù hợp cho học viên có mục tiêu từ band 5.0 trở lên, giúp bạn làm quen với cấu trúc câu hỏi, rèn luyện kỹ năng paraphrase, và nâng cao vốn từ vựng học thuật. Hãy tập trung làm bài trong đúng 60 phút để mô phỏng điều kiện thi thật nhất.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính 1 điểm, không bị trừ điểm khi sai. Độ khó của các passages tăng dần từ Passage 1 (dễ nhất) đến Passage 3 (khó nhất).

Phân bổ thời gian khuyến nghị:

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

Lưu ý rằng không có thời gian bổ sung để chép đáp án sang answer sheet, vì vậy bạn cần quản lý thời gian thật tốt và ghi đáp án trực tiếp trong khi làm bài.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Chọn đáp án đúng từ các lựa chọn cho sẵn
2. True/False/Not Given – Xác định thông tin trong bài đúng, sai hay không được nhắc đến
3. Matching Information – Ghép thông tin với đoạn văn tương ứng
4. Yes/No/Not Given – Xác định ý kiến của tác giả
5. Matching Headings – Chọn tiêu đề phù hợp cho mỗi đoạn
6. Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
7. Matching Features – Ghép đặc điểm với các yếu tố được liệt kê

2. IELTS Reading Practice Test

PASSAGE 1 – Building Bridges: The Foundation of Student Mentoring Programs

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Student mentoring programs have become increasingly prevalent in universities worldwide, particularly as international student enrollment continues to grow. These programs pair experienced students with newcomers to help them navigate academic life, understand campus culture, and overcome the challenges of studying in an unfamiliar environment. The concept, though simple, has proven to be one of the most effective mechanisms for promoting cross-cultural understanding and creating inclusive communities in educational settings.

The basic structure of most mentoring programs involves matching one or two senior students (mentors) with a small group of incoming students (mentees). Mentors are typically selected through an application process that assesses their communication skills, cultural awareness, and academic standing. Many universities provide mandatory training sessions where mentors learn about cultural sensitivity, active listening techniques, and how to recognize signs that a student may be struggling with adaptation issues. This preparation is crucial because mentors often serve as the first point of contact for students experiencing culture shock or feeling isolated in their new environment.

Chương trình mentoring sinh viên quốc tế giúp tạo cầu nối văn hóa trong môi trường đại học

Research conducted at the University of Melbourne between 2018 and 2021 revealed that international students who participated in mentoring programs during their first semester reported significantly higher levels of social integration and academic confidence compared to those who did not. The study tracked 500 students from various countries and found that 72% of mentored students maintained a grade point average above 3.0, while only 54% of non-mentored students achieved the same result. More importantly, mentored students were 65% more likely to continue their studies into the second year, indicating that these programs play a vital role in student retention.

Beyond academic benefits, mentoring programs create opportunities for meaningful cultural exchange. When students from different backgrounds work together regularly, they naturally begin to share stories about their home countries, traditions, and perspectives on various issues. Dr. Sarah Thompson, an education researcher at the University of Toronto, explains: “Mentoring relationships provide a safe space for students to ask questions about cultural differences that they might otherwise find uncomfortable to discuss in larger, more formal settings. This informal learning is often more impactful than structured diversity training because it’s based on genuine relationships and mutual curiosity.”

The benefits extend in both directions. While mentees gain practical support and cultural guidance, mentors develop valuable leadership skills, intercultural competence, and a deeper appreciation for global perspectives. Many mentors report that the experience changed their own worldviews and made them more aware of the privileges and assumptions they had previously taken for granted. Emma Chen, a fourth-year student who mentored three international students from Nigeria, Brazil, and South Korea, reflected: “I thought I was helping them understand Canadian culture, but I learned just as much about their cultures and about myself. It made me question things I’d always considered ‘normal’ and realize that there are many valid ways to approach life and education.”

However, successful mentoring programs require careful planning and ongoing support. Universities must allocate sufficient resources for training, coordination, and evaluation. Regular check-ins between program coordinators and mentors help identify potential problems early, whether they involve personality clashes, communication barriers, or mentors feeling overwhelmed by their responsibilities. Some institutions have implemented peer support groups where mentors meet monthly to share experiences, discuss challenges, and learn from each other. This collaborative approach helps prevent mentor burnout and ensures that the quality of support remains consistently high.

The impact of these programs extends beyond individual students to transform campus culture as a whole. When international and domestic students form genuine friendships through mentoring, they create ripple effects throughout their social networks. Other students observe these cross-cultural interactions and become more open to forming similar connections themselves. Over time, this contributes to a campus environment where diversity is celebrated rather than merely tolerated, and where students from all backgrounds feel they belong.

Questions 1-6

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

Write:

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

1. Mentoring programs require mentors to undergo training before working with new students.
2. The University of Melbourne study involved students from only Asian countries.
3. Mentored students at the University of Melbourne had better academic performance than non-mentored students.
4. Dr. Sarah Thompson believes informal cultural learning through mentoring is more effective than formal training.
5. All mentors report that the experience changes their worldview significantly.
6. Universities with mentoring programs always provide adequate resources for program coordination.

Questions 7-10

Complete the sentences below.

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

7. Mentors are selected through an application process that evaluates their cultural awareness and _____.
8. According to the Melbourne study, mentored students were 65% more likely to continue into the _____.
9. Mentors develop valuable leadership skills and a deeper appreciation for _____.
10. Monthly meetings where mentors share experiences help prevent _____.

Questions 11-13

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

11. According to the passage, the main purpose of student mentoring programs is to:

• A. improve academic grades only
• B. help new students adjust to university life
• C. teach foreign languages
• D. reduce university costs

12. The University of Melbourne research showed that what percentage of mentored students maintained a GPA above 3.0?

• A. 54%
• B. 65%
• C. 72%
• D. 500%

13. Emma Chen’s experience as a mentor taught her that:

• A. Canadian culture is superior
• B. international students struggle academically
• C. there are multiple valid perspectives on life
• D. mentoring is too time-consuming

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PASSAGE 2 – Psychological and Social Dimensions of Cross-Cultural Mentoring

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The psychological mechanisms underlying successful cross-cultural mentoring relationships are considerably more complex than simple information transfer. Contemporary research in educational psychology and intercultural communication has revealed that effective mentoring programs facilitate what scholars term “transformative learning experiences” – moments when individuals fundamentally reconsider their assumptions about themselves, others, and the world. These experiences are particularly potent in cross-cultural contexts where students are constantly encountering perspectives and practices that challenge their pre-existing frameworks of understanding.

Cultural adaptation theory suggests that international students typically progress through several distinct phases when adjusting to a new educational environment. The initial “honeymoon phase” is characterized by excitement and curiosity, followed by a more challenging period often described as “culture shock,” where differences in communication styles, academic expectations, and social norms become sources of frustration and anxiety. Dr. James Liu, a prominent researcher in cross-cultural psychology at the National University of Singapore, argues that mentoring relationships provide crucial support during this critical transition period. “A well-trained mentor can normalize the feelings of disorientation and stress that international students experience,” Liu explains, “while simultaneously providing concrete strategies for navigating these challenges and maintaining psychological well-being.”

The concept of “cultural intelligence” (CQ) has emerged as a central framework for understanding how individuals effectively operate in multicultural environments. Unlike traditional notions of intelligence, CQ encompasses four interrelated dimensions: cognitive (knowledge about cultural differences), metacognitive (awareness of one’s own cultural assumptions and the ability to strategize during cross-cultural interactions), motivational (interest in and confidence about engaging with different cultures), and behavioral (ability to adapt verbal and non-verbal behavior appropriately). Mentoring relationships serve as ideal laboratories for developing all four dimensions of cultural intelligence. Through regular interactions with mentees from different cultural backgrounds, mentors naturally enhance their cognitive understanding of cultural variations while simultaneously becoming more metacognitively aware of their own cultural positioning.

Phát triển trí tuệ văn hóa và kỹ năng giao tiếp liên văn hóa thông qua chương trình mentoring

However, the benefits of mentoring extend beyond individual psychological development to influence broader social dynamics. Social identity theory posits that individuals derive significant aspects of their self-concept from their membership in various social groups, including national, ethnic, and cultural categories. When students form meaningful relationships across these identity boundaries, they develop what researchers call “cross-cutting social ties” – connections that span different group memberships. These ties are particularly valuable in diverse educational settings because they counteract the natural tendency toward in-group favoritism and out-group stereotyping.

A longitudinal study conducted across fifteen universities in five countries examined how mentoring relationships influenced students’ social networks and attitudes toward diversity over a three-year period. The research, published in the Journal of International Education in 2022, employed sophisticated network analysis techniques to track changes in students’ friendship patterns. The findings were striking: students who participated in mentoring programs developed significantly more diverse social networks than comparable students who did not participate. More specifically, mentored students’ friendship networks included, on average, individuals from 40% more countries than non-mentored students’ networks. This diversification of social connections was associated with measurable increases in cognitive flexibility, creative problem-solving abilities, and ethnorelativistic thinking – the ability to evaluate cultural practices within their own contexts rather than through a single cultural lens.

The research also identified several critical factors that determine whether mentoring relationships successfully promote cross-cultural understanding. Frequency of interaction emerged as particularly important; mentoring pairs who met at least twice weekly developed substantially deeper relationships than those who met less frequently. The quality of initial training for mentors also proved crucial. Programs that included experiential learning components – such as simulations of cross-cultural misunderstandings and role-playing exercises – produced mentors who were better equipped to facilitate difficult conversations about cultural differences. Additionally, institutional support in the form of dedicated program coordinators, accessible resources, and recognition of mentors’ contributions was strongly correlated with program effectiveness and sustainability.

Nevertheless, scholars have identified potential pitfalls that can undermine mentoring programs’ cross-cultural objectives. When mentoring relationships inadvertently reinforce power imbalances or position one culture as normative and others as deficient, they can perpetuate rather than challenge problematic assumptions. Professor Maria Garcia, director of the Intercultural Education Research Centre at the University of Barcelona, warns against what she terms “assimilationist mentoring” – approaches that implicitly or explicitly pressure international students to abandon their cultural identities and conform to dominant cultural norms. “Effective cross-cultural mentoring,” Garcia argues, “must be grounded in mutual respect and recognition that all cultures possess valuable knowledge and valid perspectives. The goal should not be cultural erasure but rather the development of bicultural or multicultural competence – the ability to navigate multiple cultural contexts while maintaining one’s core identity.”

Questions 14-18

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

14. According to the passage, transformative learning experiences occur when:

    • A. students memorize new information
    • B. individuals reconsider their fundamental assumptions
    • C. teachers provide detailed lectures
    • D. universities invest in technology

15. Dr. James Liu believes that mentors help international students by:

    • A. eliminating all stress completely
    • B. providing financial assistance
    • C. normalizing feelings of disorientation
    • D. teaching the local language

16. Cultural intelligence (CQ) includes all of the following dimensions EXCEPT:

    • A. cognitive knowledge
    • B. metacognitive awareness
    • C. financial capability
    • D. behavioral adaptation

17. The 2022 study found that mentored students’ friendship networks included people from:

    • A. 15% more countries
    • B. 40% more countries
    • C. 72% more countries
    • D. the same number of countries

18. According to Professor Maria Garcia, effective cross-cultural mentoring should:

    • A. pressure students to abandon their cultural identity
    • B. focus only on the dominant culture
    • C. be grounded in mutual respect
    • D. avoid discussing cultural differences

Questions 19-23

Complete the summary below.

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

International students go through different phases of cultural adaptation. After the initial (19) , they often experience culture shock. During this difficult period, students may feel (20) and anxiety due to differences in communication and social norms. Mentoring relationships help students develop (21) , which includes four dimensions. Research shows that the (22) between mentors and mentees is particularly important, with meetings at least twice weekly producing better results. However, programs must avoid (23) _____, which pressures students to abandon their cultural identities.

Questions 24-26

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

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

24. Cross-cutting social ties help reduce stereotyping between different cultural groups.
25. All universities have sufficient resources to support mentoring programs effectively.
26. Students who develop bicultural competence perform better academically than those who don’t.

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PASSAGE 3 – Institutional Frameworks and Long-Term Implications of Cross-Cultural Mentoring

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The proliferation of student mentoring initiatives in tertiary education institutions globally reflects a fundamental reconceptualization of universities’ roles in an increasingly interconnected world. Rather than viewing international students merely as revenue sources or passive recipients of Western knowledge paradigms, progressive educational institutions are embracing more nuanced understandings of cross-cultural engagement that recognize the bidirectional nature of learning and the imperative of preparing all students for effective functioning in diverse professional and social contexts. This shift represents what education theorists term a move from “internationalization” (adding international elements to existing structures) toward “comprehensive internationalization” (fundamentally transforming institutional culture, curricula, and pedagogical approaches to embed global perspectives throughout).

The theoretical underpinnings of contemporary cross-cultural mentoring programs draw upon several intersecting scholarly traditions. Social capital theory, originating in sociology, emphasizes how interpersonal networks and relationships constitute valuable resources that facilitate information flow, mutual support, and collective action. When applied to educational contexts, this framework suggests that mentoring relationships generate bridging social capital – connections that span different social groups and provide access to diverse perspectives and opportunities. Contact hypothesis, derived from social psychology, posits that prejudice and intergroup tension can be reduced through meaningful interaction between members of different groups, particularly when such contact occurs under conditions of equal status, involves cooperation toward common goals, and receives institutional support. Mentoring programs, when properly designed, can fulfill these critical conditions and thereby contribute to more harmonious and inclusive campus environments.

However, the implementation of effective cross-cultural mentoring programs requires navigating numerous logistical, pedagogical, and ideological challenges. From a logistical perspective, universities must develop sophisticated matching algorithms or processes that consider not merely superficial factors like shared academic disciplines but also personality compatibility, communication styles, language proficiencies, and specific cultural backgrounds. Research by Dr. Kenji Tanaka at Waseda University has demonstrated that overly simplistic matching – such as pairing all students from a particular region with the same mentor – can inadvertently homogenize diverse populations and obscure significant intra-regional cultural variations. For instance, grouping all “Asian students” together ignores profound differences between collectivist and individualist orientations within Asian cultures, variations in educational philosophies, and distinct historical relationships with Western educational systems.

Khung chế độ và cơ cấu tổ chức chương trình mentoring liên văn hóa trong giáo dục đại học

The pedagogical dimensions of mentor training present equally complex considerations. While basic training typically addresses cultural sensitivity and communication techniques, more sophisticated programs incorporate critical reflection on power dynamics, privilege, and systemic inequalities that shape cross-cultural interactions. This approach, informed by critical pedagogy and postcolonial theory, encourages mentors to interrogate their own positionality – to examine how their identities, experiences, and cultural backgrounds influence their perceptions and interactions. Such reflexive practice is particularly crucial given that mentoring relationships, despite their ostensibly egalitarian nature, inevitably embody certain power asymmetries. Mentors possess greater institutional knowledge, social capital within the university context, and often linguistic advantages when interactions occur in their native language.

A particularly contentious debate within the scholarly literature concerns whether mentoring programs should adopt explicitly antiracist and decolonial frameworks or maintain more “neutral” stances focused solely on practical adaptation. Proponents of critical approaches argue that meaningful cross-cultural understanding cannot be achieved without directly addressing historical legacies of colonialism, contemporary manifestations of racism and xenophobia, and structural barriers that disproportionately impact students from marginalized backgrounds. Professor Amara Okafor, whose research at the University of Cape Town examines decolonial pedagogies in African higher education, contends that “superficial multiculturalism that celebrates ‘exotic’ cultural practices while ignoring power relations and systemic inequities ultimately serves to legitimize rather than challenge existing hierarchies.” From this perspective, mentoring programs should explicitly engage with difficult topics such as institutional racism, microaggressions, and the predominance of Eurocentric epistemologies in academic curricula.

Conversely, critics of this approach express concern that foregrounding contentious political issues might alienate participants, create defensive reactions, or overshadow the practical support that students require. They advocate for approaches that establish trust and rapport before engaging with more challenging topics, if at all. This tension reflects broader philosophical disagreements within education about the appropriate balance between instrumental objectives (helping students succeed within existing systems) and transformative goals (fundamentally challenging and changing those systems).

Empirical evidence regarding the long-term impacts of cross-cultural mentoring programs remains somewhat limited, as most studies employ relatively short timeframes and focus on immediate outcomes rather than sustained effects. However, several longitudinal investigations offer promising findings. A 15-year follow-up study of participants in the Global Mentoring Initiative at the University of Amsterdam, published in 2023, found that former mentees and mentors maintained significantly more international professional networks, demonstrated greater career mobility across national boundaries, and reported higher levels of engagement with international causes and organizations compared to matched control groups. Importantly, these effects persisted even when controlling for factors such as academic achievement, socioeconomic background, and field of study, suggesting that the mentoring experience itself contributed to these outcomes rather than merely selecting for individuals already predisposed toward international engagement.

Furthermore, qualitative analyses of participants’ narratives reveal that many individuals identify their mentoring experiences as pivotal moments in their personal development and worldview formation. Former participants frequently describe developing what might be termed “cosmopolitan sensibilities” – orientations characterized by openness to difference, comfort with ambiguity, skepticism toward ethnocentric judgments, and commitment to global solidarity. While such attitudinal shifts are difficult to measure quantitatively, they represent potentially profound contributions to developing what UNESCO terms “global citizenship” – the knowledge, skills, values, and attitudes necessary for addressing global challenges and promoting more just and sustainable societies.

Nevertheless, critical scholars caution against overstating the transformative potential of individual-level interventions like mentoring programs while neglecting broader structural reforms. Mentoring initiatives, however well-designed, cannot fully compensate for inadequate institutional support services, discriminatory policies, unwelcoming campus climates, or curricula that marginalize non-Western knowledge systems. Dr. Yuki Sato’s comprehensive analysis of internationalization strategies across 50 universities in 15 countries concluded that mentoring programs achieve optimal effectiveness when embedded within holistic institutional commitments to diversity, equity, and inclusion that encompass faculty recruitment, curriculum development, student services, and organizational culture.

Questions 27-31

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

27. According to the passage, “comprehensive internationalization” differs from “internationalization” in that it:

    • A. only adds international elements
    • B. fundamentally transforms institutional culture
    • C. focuses solely on recruiting international students
    • D. reduces program costs

28. Social capital theory suggests that mentoring relationships create:

    • A. financial benefits only
    • B. bridging social capital across groups
    • C. barriers between cultures
    • D. competition among students

29. Dr. Kenji Tanaka’s research demonstrated that simplistic matching of students:

    • A. is always effective
    • B. saves university resources
    • C. can obscure intra-regional cultural differences
    • D. improves academic performance

30. Critical pedagogy in mentor training encourages mentors to:

    • A. avoid discussing power dynamics
    • B. examine their own positionality
    • C. maintain cultural neutrality always
    • D. focus only on academic subjects

31. The 15-year University of Amsterdam study found that mentoring program participants:

    • A. earned higher salaries than non-participants
    • B. maintained more international professional networks
    • C. always moved to foreign countries
    • D. changed their academic fields

Questions 32-36

Complete the sentences below.

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

32. Contact hypothesis states that prejudice can be reduced through meaningful interaction when contact occurs under conditions of _____.

33. Professor Amara Okafor argues that superficial multiculturalism ultimately serves to _____ existing hierarchies.

34. Critics of explicitly antiracist approaches worry that foregrounding political issues might _____ participants.

35. Former mentoring participants often develop what researchers call _____, characterized by openness to difference.

36. Dr. Yuki Sato concluded that mentoring programs work best when embedded within holistic institutional commitments to diversity, equity, and _____.

Questions 37-40

Do the following statements agree with the information given in Passage 3?

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

37. Most research on mentoring programs focuses on long-term effects rather than immediate outcomes.

38. The University of Amsterdam study controlled for factors such as academic achievement and socioeconomic background.

39. All universities have successfully implemented comprehensive internationalization strategies.

40. Mentoring programs alone cannot compensate for discriminatory institutional policies.

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. NOT GIVEN
3. TRUE
4. TRUE
5. FALSE
6. FALSE
7. academic standing / communication skills
8. second year
9. global perspectives
10. mentor burnout
11. B
12. C
13. C

PASSAGE 2: Questions 14-26

14. B
15. C
16. C
17. B
18. C
19. honeymoon phase
20. frustration
21. cultural intelligence
22. frequency of interaction
23. assimilationist mentoring
24. YES
25. NOT GIVEN
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. B
31. B
32. equal status
33. legitimize
34. alienate / create defensive reactions
35. cosmopolitan sensibilities
36. inclusion

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: mentors, undergo training
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài viết nói rõ “Many universities provide mandatory training sessions where mentors learn about cultural sensitivity…” (Nhiều trường đại học cung cấp các buổi đào tạo bắt buộc…). Từ “mandatory” được paraphrase thành “require” trong câu hỏi.

Câu 2: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: University of Melbourne study, only Asian countries
• Vị trí trong bài: Đoạn 3
• Giải thích: Bài viết chỉ đề cập “students from various countries” nhưng không nói cụ thể các quốc gia này thuộc khu vực nào. Không có thông tin về chỉ sinh viên châu Á.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: mentored students, better academic performance
• Vị trí trong bài: Đoạn 3, dòng 4-6
• Giải thích: “72% of mentored students maintained a grade point average above 3.0, while only 54% of non-mentored students achieved the same result” – rõ ràng cho thấy sinh viên được mentoring có kết quả học tập tốt hơn.

Câu 4: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Dr. Sarah Thompson, informal cultural learning, more effective
• Vị trí trong bài: Đoạn 4, dòng 3-5
• Giải thích: Dr. Thompson nói “This informal learning is often more impactful than structured diversity training…” – từ “impactful” được paraphrase thành “effective”.

Câu 7: academic standing / communication skills

• Dạng câu hỏi: Sentence Completion
• Từ khóa: mentors, selected, application process, cultural awareness
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: “Mentors are typically selected through an application process that assesses their communication skills, cultural awareness, and academic standing.” Có thể điền một trong hai đáp án.

Câu 11: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: main purpose, student mentoring programs
• Vị trí trong bài: Đoạn 1, dòng 2-3
• Giải thích: “These programs pair experienced students with newcomers to help them navigate academic life, understand campus culture, and overcome the challenges…” – mục đích chính là giúp sinh viên mới thích nghi với đời sống đại học.

Passage 2 – Giải Thích

Câu 14: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: transformative learning experiences
• Vị trí trong bài: Đoạn 1, dòng 3-4
• Giải thích: “transformative learning experiences – moments when individuals fundamentally reconsider their assumptions” – đáp án B paraphrase chính xác ý này.

Câu 16: C

• Dạng câu hỏi: Multiple Choice (câu EXCEPT)
• Từ khóa: Cultural intelligence (CQ), dimensions
• Vị trí trong bài: Đoạn 3, dòng 3-5
• Giải thích: Bài viết liệt kê 4 chiều: cognitive, metacognitive, motivational, và behavioral. Không có “financial capability” (khả năng tài chính).

Câu 19: honeymoon phase

• Dạng câu hỏi: Summary Completion
• Từ khóa: initial phase, cultural adaptation
• Vị trí trong bài: Đoạn 2, dòng 2-3
• Giải thích: “The initial ‘honeymoon phase‘ is characterized by excitement and curiosity…”

Câu 23: assimilationist mentoring

• Dạng câu hỏi: Summary Completion
• Từ khóa: avoid, pressures students, abandon cultural identities
• Vị trí trong bài: Đoạn 7, dòng 3-4
• Giải thích: Professor Garcia cảnh báo về “assimilationist mentoring” – các cách tiếp cận ép buộc sinh viên quốc tế từ bỏ bản sắc văn hóa của mình.

Câu 24: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: cross-cutting social ties, reduce stereotyping
• Vị trí trong bài: Đoạn 4, dòng cuối
• Giải thích: “These ties are particularly valuable…because they counteract the natural tendency toward in-group favoritism and out-group stereotyping.”

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: comprehensive internationalization, differs from internationalization
• Vị trí trong bài: Đoạn 1, dòng 5-7
• Giải thích: “move from ‘internationalization’ (adding international elements) toward ‘comprehensive internationalization’ (fundamentally transforming institutional culture, curricula, and pedagogical approaches…)”

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Dr. Kenji Tanaka, simplistic matching
• Vị trí trong bài: Đoạn 3, dòng 5-6
• Giải thích: “overly simplistic matching…can inadvertently homogenize diverse populations and obscure significant intra-regional cultural variations.”

Câu 32: equal status

• Dạng câu hỏi: Sentence Completion (3 words)
• Từ khóa: Contact hypothesis, prejudice reduced, meaningful interaction
• Vị trí trong bài: Đoạn 2, dòng 4-5
• Giải thích: “particularly when such contact occurs under conditions of equal status…”

Câu 35: cosmopolitan sensibilities

• Dạng câu hỏi: Sentence Completion
• Từ khóa: former participants develop, openness to difference
• Vị trí trong bài: Đoạn 7, dòng 2-3
• Giải thích: “developing what might be termed ‘cosmopolitan sensibilities‘ – orientations characterized by openness to difference…”

Câu 37: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: most research, long-term effects
• Vị trí trong bài: Đoạn 7, dòng 1
• Giải thích: “Empirical evidence regarding the long-term impacts…remains somewhat limited, as most studies employ relatively short timeframes and focus on immediate outcomes…” – ngược lại với câu hỏi.

Câu 40: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: mentoring programs alone, cannot compensate, discriminatory policies
• Vị trí trong bài: Đoạn 8, dòng 2
• Giải thích: “Mentoring initiatives, however well-designed, cannot fully compensate for inadequate institutional support services, discriminatory policies…”

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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
prevalent	adj	/ˈprevələnt/	phổ biến, thịnh hành	Student mentoring programs have become increasingly prevalent	increasingly prevalent, widely prevalent
navigate	v	/ˈnævɪɡeɪt/	định hướng, tìm đường	help them navigate academic life	navigate challenges, navigate through
unfamiliar	adj	/ˌʌnfəˈmɪliə(r)/	không quen thuộc	studying in an unfamiliar environment	unfamiliar environment, unfamiliar territory
mechanism	n	/ˈmekənɪzəm/	cơ chế, phương thức	one of the most effective mechanisms	effective mechanism, complex mechanism
mandatory	adj	/ˈmændətəri/	bắt buộc	mandatory training sessions	mandatory training, mandatory requirement
culture shock	n	/ˈkʌltʃə(r) ʃɒk/	sốc văn hóa	students experiencing culture shock	experience culture shock, suffer culture shock
isolated	adj	/ˈaɪsəleɪtɪd/	bị cô lập	feeling isolated in their new environment	feel isolated, socially isolated
retention	n	/rɪˈtenʃn/	sự giữ lại, duy trì	play a vital role in student retention	student retention, improve retention
mutual	adj	/ˈmjuːtʃuəl/	lẫn nhau, qua lại	based on genuine relationships and mutual curiosity	mutual respect, mutual understanding
privilege	n	/ˈprɪvəlɪdʒ/	đặc quyền, ưu thế	aware of the privileges they had	social privilege, acknowledge privilege
overwhelmed	adj	/ˌəʊvəˈwelmd/	choáng ngợp, quá tải	mentors feeling overwhelmed	feel overwhelmed, emotionally overwhelmed
burnout	n	/ˈbɜːnaʊt/	sự kiệt sức	help prevent mentor burnout	prevent burnout, avoid burnout

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
underlying	adj	/ˌʌndəˈlaɪɪŋ/	tiềm ẩn, cơ bản	psychological mechanisms underlying successful mentoring	underlying cause, underlying principle
transformative	adj	/trænsˈfɔːmətɪv/	mang tính chuyển đổi	transformative learning experiences	transformative experience, transformative change
potent	adj	/ˈpəʊtnt/	mạnh mẽ, có sức ảnh hưởng	particularly potent in cross-cultural contexts	potent force, potent effect
pre-existing	adj	/ˌpriː ɪɡˈzɪstɪŋ/	có sẵn trước đó	challenge their pre-existing frameworks	pre-existing condition, pre-existing beliefs
distinct	adj	/dɪˈstɪŋkt/	riêng biệt, khác biệt	several distinct phases	distinct phase, distinct difference
disorientation	n	/dɪsˌɔːriənˈteɪʃn/	sự mất phương hướng	normalize feelings of disorientation	sense of disorientation, cultural disorientation
metacognitive	adj	/ˌmetəˈkɒɡnətɪv/	thuộc siêu nhận thức	metacognitive awareness	metacognitive skills, metacognitive strategies
bidirectional	adj	/ˌbaɪdəˈrekʃənl/	hai chiều	bidirectional nature of learning	bidirectional relationship, bidirectional flow
counteract	v	/ˌkaʊntərˈækt/	chống lại, phản tác dụng	counteract the natural tendency	counteract effects, counteract stereotypes
longitudinal	adj	/ˌlɒŋɡɪˈtjuːdɪnl/	theo chiều dọc thời gian	longitudinal study conducted	longitudinal research, longitudinal data
sophisticated	adj	/səˈfɪstɪkeɪtɪd/	tinh vi, phức tạp	sophisticated network analysis techniques	sophisticated approach, sophisticated system
ethnorelativistic	adj	/ˌeθnəʊˌreləˈtɪvɪstɪk/	thuộc chủ nghĩa tương đối văn hóa	increases in ethnorelativistic thinking	ethnorelativistic perspective, ethnorelativistic worldview
inadvertently	adv	/ˌɪnədˈvɜːtəntli/	vô ý, không chủ tâm	inadvertently reinforce power imbalances	inadvertently cause, inadvertently create
assimilationist	adj	/əˌsɪmɪˈleɪʃənɪst/	theo chủ nghĩa đồng hóa	warns against assimilationist mentoring	assimilationist approach, assimilationist policy
conformity	n	/kənˈfɔːməti/	sự tuân thủ, phù hợp	conform to dominant cultural norms	social conformity, cultural conformity

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	proliferation of student mentoring initiatives	rapid proliferation, nuclear proliferation
reconceptualization	n	/ˌriːkənˌseptʃuəlaɪˈzeɪʃn/	sự tái khái niệm hóa	fundamental reconceptualization of universities’ roles	theoretical reconceptualization
tertiary	adj	/ˈtɜːʃəri/	bậc ba (đại học)	tertiary education institutions	tertiary education, tertiary sector
bidirectional	adj	/ˌbaɪdəˈrekʃənl/	hai chiều	bidirectional nature of learning	bidirectional communication, bidirectional exchange
imperative	n	/ɪmˈperətɪv/	điều bắt buộc	imperative of preparing all students	moral imperative, strategic imperative
underpinnings	n	/ˈʌndəpɪnɪŋz/	nền tảng lý thuyết	theoretical underpinnings of programs	theoretical underpinnings, philosophical underpinnings
intersecting	adj	/ˌɪntəˈsektɪŋ/	giao nhau, liên quan	several intersecting scholarly traditions	intersecting factors, intersecting identities
posit	v	/ˈpɒzɪt/	đặt ra giả thuyết	contact hypothesis posits that	theory posits, scholars posit
harmonious	adj	/hɑːˈməʊniəs/	hài hòa	more harmonious campus environments	harmonious relationship, harmonious society
logistical	adj	/ləˈdʒɪstɪkl/	thuộc hậu cần	navigating numerous logistical challenges	logistical support, logistical problem
superficial	adj	/ˌsuːpəˈfɪʃl/	hời hợt, nông cạn	overly simplistic matching, superficial multiculturalism	superficial understanding, superficial level
inadvertently	adv	/ˌɪnədˈvɜːtəntli/	vô tình	can inadvertently homogenize	inadvertently reveal, inadvertently cause
homogenize	v	/həˈmɒdʒənaɪz/	làm đồng nhất	inadvertently homogenize diverse populations	homogenize culture, homogenize groups
reflexive	adj	/rɪˈfleksɪv/	phản tư, suy ngẫm	reflexive practice is crucial	reflexive thinking, reflexive analysis
positionality	n	/pəˈzɪʃənælɪti/	vị thế xã hội	interrogate their own positionality	social positionality, researcher positionality
asymmetries	n	/eɪˈsɪmətriz/	sự bất đối xứng	embody certain power asymmetries	power asymmetries, structural asymmetries
contentious	adj	/kənˈtenʃəs/	gây tranh cãi	particularly contentious debate	contentious issue, contentious topic
decolonial	adj	/ˌdiːkəˈləʊniəl/	phi thực dân hóa	decolonial frameworks	decolonial approach, decolonial theory
epistemologies	n	/ɪˌpɪstɪˈmɒlədʒiz/	nhận thức luận	Eurocentric epistemologies	Western epistemologies, indigenous epistemologies
foregrounding	v	/ˈfɔːɡraʊndɪŋ/	đưa lên hàng đầu	foregrounding contentious political issues	foregrounding issues, foregrounding concerns
rapport	n	/ræˈpɔː(r)/	mối quan hệ tốt	establish trust and rapport	build rapport, establish rapport
pivotal	adj	/ˈpɪvətl/	then chót, quan trọng	pivotal moments in personal development	pivotal role, pivotal moment
cosmopolitan	adj	/ˌkɒzməˈpɒlɪtən/	thuộc về toàn cầu	cosmopolitan sensibilities	cosmopolitan attitude, cosmopolitan outlook
ethnocentric	adj	/ˌeθnəʊˈsentrɪk/	theo chủ nghĩa dân tộc trung tâm	skepticism toward ethnocentric judgments	ethnocentric bias, ethnocentric view
holistic	adj	/həˈlɪstɪk/	toàn diện	holistic institutional commitments	holistic approach, holistic view

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Kết Bài

Chủ đề vai trò của student mentoring trong hiểu biết liên văn hóa không chỉ phổ biến trong IELTS Reading mà còn phản ánh một xu hướng quan trọng của giáo dục toàn cầu hiện đại. Qua ba passages với độ khó tăng dần, bạn đã được tiếp xúc với đầy đủ các dạng câu hỏi thường gặp trong kỳ thi thật, từ True/False/Not Given, Multiple Choice, đến Matching và Summary Completion.

Passage 1 giới thiệu nền tảng về các chương trình mentoring và lợi ích cơ bản của chúng. Passage 2 đi sâu vào các khía cạnh tâm lý học và xã hội, với từ vựng học thuật phức tạp hơn. Passage 3 thách thức bạn với nội dung mang tính lý thuyết cao về khung thể chế và ý nghĩa dài hạn, đòi hỏi khả năng phân tích và suy luận ở mức độ cao nhất.

Đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin trong bài, kỹ thuật paraphrase, và những “bẫy” thường gặp mà giám khảo đặt ra. Phần từ vựng được phân loại theo từng passage giúp bạn xây dựng vốn từ vựng học thuật cần thiết, không chỉ cho phần Reading mà còn cho cả Writing và Speaking.

Để tận dụng tối đa đề thi này, hãy làm lại ít nhất 2-3 lần, mỗi lần tập trung vào một kỹ năng khác nhau: lần đầu làm trong thời gian quy định, lần thứ hai phân tích cấu trúc câu và từ vựng, lần thứ ba rèn luyện tốc độ đọc. Kết hợp luyện tập cách tiếp cận How online platforms foster cross-cultural peer learning cũng sẽ giúp bạn mở rộng hiểu biết về chủ đề liên quan. Ngoài ra, việc tìm hiểu thêm về Cultural adaptation in international education systems sẽ bổ sung thêm góc nhìn toàn diện về quá trình thích ứng văn hóa trong môi trường giáo dục quốc tế.

Chúc bạn đạt band điểm mong muốn trong kỳ thi IELTS sắp tới!