Chủ đề về giáo dục trực tuyến và sự tham gia của sinh viên đang trở thành xu hướng phổ biến trong các đề thi IELTS Reading hiện đại. Với sự phát triển mạnh mẽ của công nghệ giáo dục, đặc biệt sau đại dịch COVID-19, Cambridge và IDP đã tăng cường đưa các bài đọc về online learning vào kỳ thi. Theo thống kê từ IELTS-Blog, chủ đề giáo dục xuất hiện với tần suất 15-20% trong IELTS Reading test.
Bài viết này cung cấp một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages được thiết kế theo đúng format Cambridge IELTS, từ mức độ dễ đến khó. Bạn sẽ được luyện tập với 40 câu hỏi đa dạng, bao gồm Multiple Choice, True/False/Not Given, Matching Headings, Summary Completion và nhiều dạng khác. Mỗi câu hỏi đều có đáp án chi tiết kèm giải thích vị trí trong bài và kỹ thuật paraphrase.
Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với cấu trúc đề thi thực tế, nâng cao kỹ năng đọc hiểu học thuật và tích lũy vốn từ vựng chuyên ngành giáo dục – một trong những chủ đề quan trọng nhất của IELTS Reading.
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 passage có độ dài từ 650-1000 từ và độ khó tăng dần. Điểm số được tính dựa trên số câu trả lời đúng, không bị trừ điểm khi sai.
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 dành 2-3 phút cuối để chuyển đáp án vào answer sheet. Thời gian không được cộng thêm nên việc quản lý thời gian là then chốt để hoàn thành tốt bài thi.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Câu hỏi trắc nghiệm
- True/False/Not Given – Xác định thông tin đúng/sai/không đề cập
- Yes/No/Not Given – Xác định ý kiến tác giả
- Matching Headings – Nối tiêu đề với đoạn văn
- Summary Completion – Hoàn thành đoạn tóm tắt
- Matching Features – Nối đặc điểm với danh mục
- Short-answer Questions – Câu hỏi ngắn
IELTS Reading Practice Test
PASSAGE 1 – The Digital Classroom Revolution
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
The shift to online learning has transformed education in ways that were unimaginable just a decade ago. With the rapid advancement of technology and the global challenges posed by recent events, educational institutions worldwide have been forced to rethink traditional teaching methods. This transition has raised important questions about how digital platforms affect student engagement and learning outcomes.
Student engagement refers to the degree of attention, curiosity, interest, and passion that students show when they are learning. In traditional classrooms, teachers could easily observe students’ body language, facial expressions, and participation levels to gauge their engagement. However, in online environments, measuring engagement becomes more complex and requires different approaches. Educators now rely on metrics such as login frequency, assignment completion rates, and participation in discussion forums to assess how involved students are in their courses.
One of the most significant advantages of online learning is its flexibility. Students can access course materials at any time and from any location, allowing them to learn at their own pace. This is particularly beneficial for working professionals or students with family responsibilities who might struggle to attend fixed-schedule classes. A recent study by the Online Learning Consortium found that 67% of students reported feeling more in control of their learning experience in online courses compared to traditional settings.
However, this flexibility comes with challenges. Many students struggle with self-discipline and time management when learning independently. Without the structure of regular classroom meetings, some learners find it difficult to stay motivated and maintain consistent study habits. Professor Elizabeth Martin from Stanford University explains, “Online learning requires a higher level of self-regulation than traditional education. Students must be proactive in managing their time and seeking help when needed.”
The social aspect of education is another area significantly impacted by online learning. Traditional classrooms provide spontaneous interactions between students and teachers, facilitating peer learning and collaborative problem-solving. Online platforms attempt to replicate this through features like video conferencing, breakout rooms, and discussion boards. While these tools can be effective, they require deliberate effort from both teachers and students to create a sense of community.
Interactive multimedia content has emerged as a powerful tool for maintaining student engagement in digital environments. Videos, animations, simulations, and gamified learning modules can make complex concepts more accessible and enjoyable. Research indicates that students retain information better when it is presented through multiple formats rather than text alone. Dr. James Chen, an educational technology specialist, notes that “well-designed online courses that incorporate various media types can actually surpass traditional lectures in terms of engagement and knowledge retention.”
Despite the benefits, the digital divide remains a significant concern. Not all students have equal access to reliable internet connections, modern devices, or quiet study spaces at home. This inequality can lead to disparate learning outcomes, with disadvantaged students falling behind their more privileged peers. Educational institutions have responded by providing loaner laptops, internet hotspots, and recorded lectures that can be downloaded and viewed offline.
The role of teachers has also evolved in the online learning environment. Rather than being the primary source of information, educators now function more as facilitators and mentors. They curate resources, design engaging activities, and provide personalized feedback. This shift requires teachers to develop new pedagogical skills and become comfortable with various digital tools. Many institutions now offer professional development programs to help educators make this transition successfully.
Assessment methods in online courses have also undergone significant changes. Traditional closed-book exams are less practical in digital environments where students can easily access information. Instead, many courses now emphasize project-based assessments, open-book exams that test application rather than memorization, and continuous evaluation through regular assignments. These methods often provide a more accurate picture of student understanding and skill development.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C, or D.
1. According to the passage, student engagement in traditional classrooms was measured by:
A. Assignment completion rates
B. Login frequency to platforms
C. Physical cues and participation
D. Discussion forum activity
2. What percentage of students felt more control over their learning in online courses?
A. 57%
B. 67%
C. 77%
D. 87%
3. The passage suggests that online learning requires students to have:
A. Better technological skills
B. More financial resources
C. Higher self-regulation abilities
D. Advanced academic backgrounds
4. Interactive multimedia content is effective because:
A. It is cheaper to produce than textbooks
B. Students prefer entertainment to learning
C. Information is retained better through multiple formats
D. It requires less teacher involvement
5. The “digital divide” refers to:
A. Different teaching methods
B. Unequal access to technology and resources
C. The gap between students and teachers
D. Various types of online platforms
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. Online learning was already common before the recent global challenges.
7. Working professionals benefit from the flexibility of online courses.
8. All educational institutions provide free internet access to students.
9. Teachers in online environments act more as guides than information providers.
Questions 10-13: Summary Completion
Complete the summary below using NO MORE THAN TWO WORDS from the passage for each answer.
Online learning offers significant advantages, particularly in terms of (10) ____, allowing students to study according to their own schedules. However, it also presents challenges related to (11) __ and time management. The (12) __ of education, including peer interaction and collaboration, can be difficult to replicate online. Additionally, assessment methods have shifted toward **(13) __ rather than traditional memorization-based exams.
PASSAGE 2 – Cognitive Engagement in Virtual Learning Environments
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The pedagogical effectiveness of online learning has become a subject of intense academic scrutiny, particularly concerning its impact on cognitive engagement—the mental effort students invest in understanding and mastering content. Unlike behavioral engagement, which can be measured through observable actions such as attendance or submission of assignments, cognitive engagement involves deeper psychological processes that are inherently more difficult to assess in digital environments.
Contemporary research distinguishes between three types of engagement: behavioral, emotional, and cognitive. While online platforms have developed sophisticated methods to track behavioral engagement through learning analytics, measuring the cognitive dimension remains challenging. Educational psychologist Dr. Sarah Mitchell argues that “true learning occurs when students move beyond passive consumption of content to active construction of knowledge. This metacognitive process—thinking about one’s own thinking—is what separates superficial learning from deep understanding.”
The asynchronous nature of many online courses presents both opportunities and obstacles for cognitive engagement. On one hand, students have the autonomy to pause, rewind, and review complex material multiple times, allowing for deeper processing of information. This capability aligns with the Cognitive Load Theory, which suggests that learning is optimized when information is presented in manageable chunks that don’t overwhelm working memory. Professor David Liu’s research demonstrates that students who utilize the replay function in video lectures score, on average, 15% higher on comprehension tests than those who watch content only once.
Conversely, the lack of immediate interaction in asynchronous settings can hinder the dialectical process essential for intellectual development. The Russian psychologist Lev Vygotsky emphasized that learning is fundamentally a social activity, occurring most effectively through dialogue and collaborative meaning-making. In traditional classrooms, students benefit from spontaneous questioning, real-time clarifications, and the dynamic exchange of ideas. Online discussion forums attempt to replicate this, but the time lag between posts can disrupt the natural flow of academic discourse.
Sinh viên tương tác và thảo luận trên nền tảng học trực tuyến với giáo viên qua video call
Synchronous online sessions, conducted through video conferencing, aim to bridge this gap by enabling real-time interaction. However, research by the Educational Technology Institute reveals that the quality of engagement in these sessions differs substantially from face-to-face instruction. Students report feeling more self-conscious about speaking in virtual environments, leading to reduced spontaneous participation. Technical issues such as audio delays, poor video quality, and connectivity problems further impede the natural rhythm of classroom discussion. Moreover, the phenomenon of “Zoom fatigue“—the exhaustion resulting from prolonged video conferencing—can diminish cognitive resources available for learning.
The design of online learning activities plays a crucial role in fostering cognitive engagement. Gamification elements—such as points, badges, and leaderboards—can motivate students initially, but research suggests their effect may be superficial and short-lived. Dr. Amanda Foster’s longitudinal study found that while gamified courses showed higher initial engagement metrics, these gains dissipated after approximately six weeks, suggesting that extrinsic motivation alone cannot sustain deep cognitive engagement.
More promising are problem-based learning (PBL) approaches adapted for online environments. In PBL, students work through complex, real-world scenarios that require application of knowledge across multiple domains. This pedagogical strategy promotes higher-order thinking skills such as analysis, synthesis, and evaluation—the upper levels of Bloom’s Taxonomy. When effectively implemented in digital platforms, PBL can generate engagement levels comparable to or exceeding traditional instruction. The key lies in creating authentic tasks that resonate with students’ interests and career aspirations.
Adaptive learning technologies represent another frontier in enhancing cognitive engagement online. These systems use artificial intelligence algorithms to analyze student performance and adjust content difficulty, pacing, and presentation style accordingly. By providing individualized learning pathways, adaptive platforms address one of education’s persistent challenges: the diverse range of abilities and prior knowledge within any student group. Early research indicates that adaptive systems can improve both engagement and learning outcomes, though questions remain about their scalability and the algorithmic bias that may be embedded in their programming.
The instructor’s digital presence—or lack thereof—significantly influences student engagement. Courses taught by instructors who actively participate in discussion forums, provide timely feedback, and demonstrate genuine interest in student learning show substantially higher engagement levels. This phenomenon, termed “teaching presence” in the Community of Inquiry framework, encompasses three dimensions: instructional design and organization, facilitating discourse, and direct instruction. Studies consistently show that teaching presence is the strongest predictor of student satisfaction and perceived learning in online courses.
However, maintaining robust teaching presence is labor-intensive and often underestimated in institutional planning. Whereas a traditional course might require 3-4 hours of preparation per week, an equivalently engaging online course can demand 8-10 hours, particularly when first developed. This workload disparity has implications for instructor burnout and course quality, especially at institutions that haven’t adjusted faculty compensation or teaching loads to reflect these realities.
Emerging evidence suggests that the impact of online learning on engagement may vary significantly across disciplines. Subjects requiring abstract conceptual understanding—such as philosophy or theoretical mathematics—may be more challenging to teach effectively online compared to fields with more concrete, applied content. Similarly, courses that traditionally rely on hands-on laboratories or fieldwork face unique challenges in maintaining engagement when transitioned to digital formats, though innovative solutions such as virtual laboratories and remote-controlled equipment are showing promise.
Questions 14-26
Questions 14-18: Yes/No/Not Given
Do the following statements agree with the views of the writer?
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. Behavioral engagement is easier to measure than cognitive engagement in online learning.
15. Students should watch video lectures multiple times to maximize learning.
16. Synchronous online sessions are always superior to asynchronous learning.
17. Gamification maintains high levels of student engagement throughout a course.
18. Online courses require more preparation time than traditional courses.
Questions 19-23: Matching Headings
Choose the correct heading for paragraphs C-G from the list of headings below.
List of Headings:
i. The limitations of motivational strategies
ii. Technology adapting to individual learners
iii. The importance of instructor involvement
iv. Time flexibility and learning theory
v. Social aspects of knowledge construction
vi. Real-world applications in digital settings
vii. Communication barriers in virtual classrooms
viii. Workload challenges for educators
ix. Discipline-specific online learning challenges
19. Paragraph C
20. Paragraph D
21. Paragraph E
22. Paragraph F
23. Paragraph G
Questions 24-26: Summary Completion
Complete the summary below using NO MORE THAN THREE WORDS from the passage for each answer.
Problem-based learning encourages students to develop (24) __ __ __ by working through complex scenarios. Meanwhile, (25) __ __ __ use artificial intelligence to create personalized learning experiences. The **(26) __ __ __ framework identifies teaching presence as crucial for online course success.
PASSAGE 3 – The Neuroscience and Social Dynamics of Digital Learning Engagement
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The phenomenological experience of learning in digital environments fundamentally differs from traditional pedagogical modalities, not merely in superficial aspects of delivery but in the neurobiological substrates that underpin attention, memory consolidation, and intrinsic motivation. Recent advances in educational neuroscience—a transdisciplinary field integrating cognitive neuroscience, psychology, and educational research—have begun to elucidate the mechanisms through which online learning affects student engagement at both neural and behavioral levels.
Neuroimaging studies employing functional magnetic resonance imaging (fMRI) reveal that the brain’s response to digital learning stimuli differs markedly from its response to face-to-face instruction. Research conducted by Koizumi and colleagues at the Tokyo Institute of Technology demonstrated that in-person lectures activate the mirror neuron system—neural circuits involved in understanding others’ actions and intentions—more robustly than video-recorded presentations of identical content. This finding suggests that the embodied presence of an instructor may facilitate empathetic engagement and vicarious learning in ways that current digital technologies cannot fully replicate. The evolutionary substrate of human learning, after all, developed over millennia in contexts of direct interpersonal interaction, not mediated through screens.
Furthermore, the attentional architecture of the human brain appears ill-suited to the multitasking demands often associated with online learning environments. The prefrontal cortex, responsible for executive functions such as sustained attention and cognitive control, shows decreased activation when individuals attempt to process multiple streams of information simultaneously. A comprehensive study by Ophir, Nass, and Wagner at Stanford University found that individuals who regularly engage in media multitasking demonstrate reduced ability to filter irrelevant information and experience more difficulty maintaining focus on single tasks. Given that online learners frequently navigate multiple browser tabs, messaging applications, and social media while attending to course content, the implications for cognitive engagement are profound and concerning.
The dopaminergic reward system, which plays a crucial role in motivation and reinforcement learning, responds differently to digital versus physical learning environments. Intermittent reinforcement from social media notifications, emails, and other digital stimuli creates a pattern of operant conditioning that competes with the sustained effort required for deep learning. Dr. Anna Lembke, a psychiatrist specializing in addiction at Stanford University, characterizes modern digital environments as providing “digital dopamine” that can dysregulate the brain’s reward circuitry. When students engage in online learning, they must actively resist these dopaminergic distractions, expending cognitive resources that could otherwise be devoted to learning tasks. This phenomenon, termed “ego depletion” in psychological literature, suggests that the mere act of resisting digital temptations may reduce the mental energy available for engaging with course material.
Mô hình não bộ minh họa các vùng hoạt động trong quá trình học trực tuyến và tập trung
Social presence theory, originally formulated by Short, Williams, and Christie in 1976 and subsequently refined for digital contexts, posits that communication media vary in their capacity to convey the psychological sense that others are physically present. This subjective quality of connection profoundly influences interpersonal communication effectiveness and, by extension, learning outcomes in educational settings. While modern video conferencing technologies offer visual and auditory channels, they lack the haptic, olfactory, and spatial dimensions of face-to-face interaction. These seemingly minor omissions may have non-trivial consequences for engagement, as recent research in embodied cognition suggests that physical co-presence facilitates implicit social learning through postural mimicry, gaze synchronization, and other non-verbal behavioral coordination that occurs below conscious awareness.
The asynchronous temporality characteristic of many online courses introduces what educational theorist Michael Moore termed “transactional distance“—a psychological and communications gap between learners and instructors. This distance comprises not merely physical separation but also temporal dislocation, as messages and responses may be separated by hours or days. Such temporal gaps disrupt the conversational rhythm that characterizes effective dialectical learning, where understanding emerges through the iterative exchange of questions, responses, and clarifications. The hermeneutic circle—the philosophical concept describing how understanding develops through cycling between parts and wholes—operates less efficiently when these cycles are stretched across extended timeframes.
Moreover, online learning environments may inadvertently perpetuate or even exacerbate existing educational inequalities through mechanisms more subtle than simple access to technology. Digital literacy—the constellation of skills required to navigate, evaluate, and create information using digital technologies—varies considerably across demographic groups. Students from higher socioeconomic backgrounds typically enter online courses with more sophisticated digital literacies, enabling them to leverage platform affordances more effectively. This creates a self-amplifying advantage whereby those already privileged gain disproportionate benefits from technological enhancements. Sociologist Tressie McMillan Cottom characterizes this phenomenon as “technological redlining,” where ostensibly neutral technologies reproduce systemic disadvantages.
The commodification of education accelerated by online learning platforms introduces market dynamics that may fundamentally alter the nature of student engagement. When education is packaged as a consumable product rather than a transformative process, students may adopt a transactional mindset, evaluating courses primarily through cost-benefit analyses rather than intrinsic intellectual curiosity. This shift from education as cultural transmission to education as credential acquisition potentially undermines the deep engagement necessary for genuine learning. Philosopher Martha Nussbaum warns that this instrumental rationality threatens the humanistic dimensions of education—critical thinking, ethical reasoning, and cultivation of informed citizenship—that cannot be easily quantified or commodified.
Longitudinal research examining sustained engagement over entire degree programs reveals concerning patterns. While initial enthusiasm for online learning often runs high, particularly among students attracted by flexibility and convenience, this enthusiasm frequently attenuates over time. A multi-year study by Xu and Jaggars, analyzing data from over 500,000 community college students, found that online course completion rates were significantly lower than for equivalent face-to-face courses, with the gap most pronounced among academically underprepared students. This suggests that online learning may function as a regressive rather than progressive force in higher education, benefiting those who least need assistance while disadvantaging those who most require structured support.
Nevertheless, technological affordances unique to digital environments offer unprecedented opportunities for enhancing engagement when thoughtfully deployed. Learning analytics can provide granular insights into student behavior, enabling early identification of struggling learners and targeted interventions. Spaced repetition algorithms can optimize review schedules based on individual forgetting curves, enhancing long-term retention. Virtual reality simulations can provide experiential learning opportunities previously impossible due to cost, safety, or logistical constraints. The challenge lies not in technology itself but in ensuring that pedagogical considerations drive technological implementation rather than the reverse—avoiding what educational critic Larry Cuban termed “overselling and underusing” educational technology.
The dialectical tension between technological potential and pedagogical reality necessitates epistemological humility—recognition that we are still in the early stages of understanding how digital environments affect learning. Rather than wholesale endorsement or categorical rejection of online learning, the evidence suggests a more nuanced position: certain students, in certain disciplines, under certain conditions, may benefit substantially from online learning, while others may be disadvantaged. The task facing educational institutions is developing the diagnostic capacity to distinguish between these scenarios and the institutional flexibility to respond appropriately, rather than pursuing one-size-fits-all solutions driven by administrative convenience or financial imperatives.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C, or D.
27. According to the passage, mirror neuron systems are:
A. More active during video lectures than in-person instruction
B. Equally active in both online and face-to-face learning
C. More strongly activated by face-to-face teaching
D. Unrelated to learning engagement
28. The study by Ophir, Nass, and Wagner showed that media multitasking:
A. Improves students’ ability to process multiple information streams
B. Has no effect on cognitive performance
C. Reduces the ability to filter irrelevant information
D. Enhances executive function
29. Social presence theory suggests that digital communication:
A. Is identical to face-to-face interaction
B. Lacks certain dimensions of physical co-presence
C. Is superior for learning purposes
D. Has no impact on educational outcomes
30. The term “technological redlining” refers to:
A. Marking assignments digitally
B. Setting boundaries for technology use
C. Technologies reproducing systemic inequalities
D. Digital security measures
31. Research by Xu and Jaggars found that:
A. Online courses have higher completion rates
B. All students benefit equally from online learning
C. Completion rates are lower for online courses
D. There is no difference between online and face-to-face courses
Questions 32-36: Matching Features
Match each concept (32-36) with the correct researcher or theorist (A-H).
Concepts:
32. Transactional distance
33. Digital dopamine
34. Overselling and underusing technology
35. Technological redlining
36. Mirror neuron activation in learning
Researchers/Theorists:
A. Koizumi
B. Anna Lembke
C. Michael Moore
D. Martha Nussbaum
E. Larry Cuban
F. Tressie McMillan Cottom
G. Ophir, Nass, and Wagner
H. Xu and Jaggars
Questions 37-40: Short-answer Questions
Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.
37. What type of cognition suggests that physical co-presence facilitates implicit social learning?
38. What kind of mindset may students adopt when education is treated as a consumable product?
39. What do learning analytics enable institutions to do for struggling students?
40. What does the passage suggest institutions need to develop to respond to different learning scenarios?
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- C
- B
- C
- C
- B
- FALSE
- TRUE
- NOT GIVEN
- TRUE
- flexibility
- self-discipline
- social aspect
- project-based assessments
PASSAGE 2: Questions 14-26
- YES
- NOT GIVEN
- NO
- NO
- YES
- iv
- v
- vii
- vi
- ii
- higher-order thinking skills
- adaptive learning technologies
- Community of Inquiry
PASSAGE 3: Questions 27-40
- C
- C
- B
- C
- C
- C
- B
- E
- F
- A
- embodied cognition
- transactional mindset
- targeted interventions
- diagnostic capacity
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: traditional classrooms, measured
- Vị trí trong bài: Đoạn 2, dòng 3-5
- Giải thích: Bài đọc nói rõ “In traditional classrooms, teachers could easily observe students’ body language, facial expressions, and participation levels” – đây chính là physical cues (tín hiệu vật lý) và participation (sự tham gia). Các đáp án A, B, D đều là phương pháp đo lường engagement trong môi trường online.
Câu 2: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: percentage, more control
- Vị trí trong bài: Đoạn 3, dòng 5-6
- Giải thích: Câu văn “67% of students reported feeling more in control” trả lời trực tiếp câu hỏi này.
Câu 3: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: requires students to have
- Vị trí trong bài: Đoạn 4, câu cuối
- Giải thích: Professor Elizabeth Martin nhấn mạnh “Online learning requires a higher level of self-regulation” – đây là paraphrase của “higher self-regulation abilities” trong đáp án C.
Câu 6: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: already common before
- Vị trí trong bài: Đoạn 1, dòng 1-2
- Giải thích: Bài viết nói “in ways that were unimaginable just a decade ago” và “forced to rethink”, cho thấy online learning KHÔNG phổ biến trước đó.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: working professionals, benefit, flexibility
- Vị trí trong bài: Đoạn 3, dòng 3-4
- Giải thích: “This is particularly beneficial for working professionals” khẳng định rõ ràng điều này.
Câu 10: flexibility
- Dạng câu hỏi: Summary Completion
- Từ khóa: advantages, study according to schedules
- Vị trí trong bài: Đoạn 3, câu đầu
- Giải thích: “One of the most significant advantages of online learning is its flexibility” là câu chủ đề của đoạn văn về lợi ích.
Câu 11: self-discipline
- Dạng câu hỏi: Summary Completion
- Từ khóa: challenges, time management
- Vị trí trong bài: Đoạn 4, câu đầu
- Giải thích: “Many students struggle with self-discipline and time management” – hai từ này được nối với nhau bằng “and”, cho thấy chúng là những thách thức song hành.
Sinh viên học trực tuyến tại nhà với laptop và tài liệu học tập trong không gian linh hoạt
Passage 2 – Giải Thích
Câu 14: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: behavioral engagement, easier to measure, cognitive engagement
- Vị trí trong bài: Đoạn 1, dòng 2-3
- Giải thích: “Unlike behavioral engagement, which can be measured through observable actions… cognitive engagement involves deeper psychological processes that are inherently more difficult to assess” – câu này rõ ràng khẳng định behavioral engagement dễ đo lường hơn.
Câu 17: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: gamification, maintains, throughout
- Vị trí trong bài: Đoạn F, dòng 3-5
- Giải thích: “These gains dissipated after approximately six weeks” cho thấy gamification KHÔNG duy trì được engagement lâu dài, mà chỉ có hiệu quả ngắn hạn.
Câu 18: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: require more preparation time
- Vị trí trong bài: Đoạn J, dòng 2-4
- Giải thích: “Whereas a traditional course might require 3-4 hours of preparation per week, an equivalently engaging online course can demand 8-10 hours” – con số cụ thể chứng minh rõ ràng.
Câu 19: iv (Time flexibility and learning theory)
- Vị trí: Đoạn C
- Giải thích: Đoạn này thảo luận về “asynchronous nature” và “Cognitive Load Theory”, liên hệ trực tiếp giữa sự linh hoạt về thời gian và lý thuyết học tập.
Câu 20: v (Social aspects of knowledge construction)
- Vị trí: Đoạn D
- Giải thích: Đoạn văn trích dẫn Vygotsky và nhấn mạnh “learning is fundamentally a social activity” và “collaborative meaning-making”.
Câu 24: higher-order thinking skills
- Dạng câu hỏi: Summary Completion
- Từ khóa: problem-based learning, develop
- Vị trí trong bài: Đoạn G, dòng 3-4
- Giải thích: “This pedagogical strategy promotes higher-order thinking skills such as analysis, synthesis, and evaluation” – ba từ này là một cụm từ hoàn chỉnh.
Câu 25: adaptive learning technologies
- Dạng câu hỏi: Summary Completion
- Từ khóa: artificial intelligence, personalized
- Vị trí trong bài: Đoạn H, câu đầu và dòng 2
- Giải thích: “Adaptive learning technologies… use artificial intelligence algorithms… providing individualized learning pathways” – đây là paraphrase của personalized learning experiences.
Passage 3 – Giải Thích
Câu 27: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: mirror neuron systems
- Vị trí trong bài: Đoạn B, dòng 2-4
- Giải thích: “In-person lectures activate the mirror neuron system… more robustly than video-recorded presentations” – từ “more robustly” chỉ mức độ kích hoạt mạnh hơn trong giảng dạy trực tiếp.
Câu 28: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Ophir, Nass, Wagner, media multitasking
- Vị trí trong bài: Đoạn C, dòng 4-6
- Giải thích: “Individuals who regularly engage in media multitasking demonstrate reduced ability to filter irrelevant information” – đây là phát hiện chính của nghiên cứu.
Câu 29: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: social presence theory, digital communication
- Vị trí trong bài: Đoạn E, dòng 3-5
- Giải thích: “While modern video conferencing technologies offer visual and auditory channels, they lack the haptic, olfactory, and spatial dimensions” – rõ ràng thiếu một số chiều kích của tương tác vật lý.
Câu 31: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Xu and Jaggars
- Vị trí trong bài: Đoạn I, dòng 2-4
- Giải thích: “Online course completion rates were significantly lower than for equivalent face-to-face courses” – đây là kết quả nghiên cứu chính.
Câu 32: C (Michael Moore)
- Dạng câu hỏi: Matching Features
- Từ khóa: transactional distance
- Vị trí trong bài: Đoạn F, dòng 1
- Giải thích: “Educational theorist Michael Moore termed ‘transactional distance'” – tên người và khái niệm được nêu rõ.
Câu 33: B (Anna Lembke)
- Dạng câu hỏi: Matching Features
- Từ khóa: digital dopamine
- Vị trí trong bài: Đoạn D, dòng 3-4
- Giải thích: “Dr. Anna Lembke… characterizes modern digital environments as providing ‘digital dopamine'” – trích dẫn trực tiếp.
Câu 37: embodied cognition
- Dạng câu hỏi: Short-answer
- Từ khóa: physical co-presence, implicit social learning
- Vị trí trong bài: Đoạn E, dòng 6
- Giải thích: “Recent research in embodied cognition suggests that physical co-presence facilitates implicit social learning” – hai từ này tạo thành một thuật ngữ học thuật.
Câu 38: transactional mindset
- Dạng câu hỏi: Short-answer
- Từ khóa: consumable product, adopt
- Vị trí trong bài: Đoạn H, dòng 2
- Giải thích: “Students may adopt a transactional mindset, evaluating courses primarily through cost-benefit analyses” – hai từ này mô tả cách suy nghĩ của sinh viên.
Câu 39: targeted interventions
- Dạng câu hỏi: Short-answer
- Từ khóa: learning analytics, struggling students
- Vị trí trong bài: Đoạn J, dòng 2-3
- Giải thích: “Learning analytics can provide granular insights… enabling early identification of struggling learners and targeted interventions” – đây là lợi ích cụ thể của learning analytics.
Câu 40: diagnostic capacity
- Dạng câu hỏi: Short-answer
- Từ khóa: institutions need, respond to scenarios
- Vị trí trong bài: Đoạn K, dòng 4-5
- Giải thích: “The task facing educational institutions is developing the diagnostic capacity to distinguish between these scenarios” – đây là yêu cầu quan trọng được tác giả nêu ra.
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| engagement | n | /ɪnˈɡeɪdʒmənt/ | sự tham gia, sự hứng thú | student engagement shows when they are learning | student/employee engagement |
| rapid advancement | n phrase | /ˈræpɪd ədˈvɑːnsmənt/ | sự tiến bộ nhanh chóng | rapid advancement of technology | rapid advancement in/of |
| flexibility | n | /ˌfleksəˈbɪləti/ | tính linh hoạt | flexibility allows students to learn at their own pace | offer/provide flexibility |
| self-discipline | n | /ˌself ˈdɪsəplɪn/ | tính tự giác, kỷ luật bản thân | students struggle with self-discipline | require/maintain self-discipline |
| maintain | v | /meɪnˈteɪn/ | duy trì, giữ vững | maintain consistent study habits | maintain standards/levels |
| spontaneous | adj | /spɒnˈteɪniəs/ | tự phát, tự nhiên | spontaneous interactions between students | spontaneous reaction/response |
| interactive | adj | /ˌɪntərˈæktɪv/ | có tính tương tác | interactive multimedia content | interactive learning/experience |
| surpass | v | /sərˈpæs/ | vượt qua, vượt trội | surpass traditional lectures | surpass expectations |
| digital divide | n phrase | /ˈdɪdʒɪtl dɪˈvaɪd/ | khoảng cách số | digital divide remains a concern | bridge the digital divide |
| inequality | n | /ˌɪnɪˈkwɒləti/ | sự bất bình đẳng | inequality can lead to disparate outcomes | social/economic inequality |
| facilitator | n | /fəˈsɪlɪteɪtər/ | người hỗ trợ, người điều phối | teachers function as facilitators | act as a facilitator |
| pedagogical | adj | /ˌpedəˈɡɒdʒɪkl/ | thuộc về sư phạm | develop new pedagogical skills | pedagogical approach/methods |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| cognitive engagement | n phrase | /ˈkɒɡnətɪv ɪnˈɡeɪdʒmənt/ | sự tham gia về mặt nhận thức | cognitive engagement involves deeper psychological processes | promote cognitive engagement |
| pedagogical effectiveness | n phrase | /ˌpedəˈɡɒdʒɪkl ɪˈfektɪvnəs/ | hiệu quả sư phạm | pedagogical effectiveness of online learning | assess/measure pedagogical effectiveness |
| metacognitive | adj | /ˌmetəˈkɒɡnətɪv/ | thuộc về siêu nhận thức | metacognitive process of thinking about thinking | metacognitive skills/strategies |
| asynchronous | adj | /eɪˈsɪŋkrənəs/ | không đồng bộ | asynchronous nature of online courses | asynchronous learning/communication |
| autonomy | n | /ɔːˈtɒnəmi/ | quyền tự chủ | students have autonomy to review material | academic/personal autonomy |
| dialectical | adj | /ˌdaɪəˈlektɪkl/ | thuộc về biện chứng | dialectical process essential for development | dialectical thinking/approach |
| synchronous | adj | /ˈsɪŋkrənəs/ | đồng bộ | synchronous online sessions enable real-time interaction | synchronous learning/meetings |
| dissipate | v | /ˈdɪsɪpeɪt/ | tan biến, tiêu tan | gains dissipated after six weeks | dissipate energy/concerns |
| gamification | n | /ˌɡeɪmɪfɪˈkeɪʃn/ | trò chơi hóa | gamification elements like points and badges | gamification in education |
| extrinsic motivation | n phrase | /ekˈstrɪnsɪk ˌməʊtɪˈveɪʃn/ | động lực bên ngoài | extrinsic motivation alone cannot sustain engagement | extrinsic vs intrinsic motivation |
| problem-based learning | n phrase | /ˈprɒbləm beɪst ˈlɜːnɪŋ/ | học tập dựa trên vấn đề | problem-based learning promotes critical thinking | implement problem-based learning |
| adaptive learning | n phrase | /əˈdæptɪv ˈlɜːnɪŋ/ | học tập thích ứng | adaptive learning technologies use AI | adaptive learning systems/platforms |
| artificial intelligence | n phrase | /ˌɑːtɪfɪʃl ɪnˈtelɪdʒəns/ | trí tuệ nhân tạo | artificial intelligence algorithms analyze performance | artificial intelligence in education |
| scalability | n | /ˌskeɪləˈbɪləti/ | khả năng mở rộng quy mô | questions about scalability remain | improve/assess scalability |
| labor-intensive | adj | /ˈleɪbər ɪnˈtensɪv/ | tốn nhiều công sức | maintaining presence is labor-intensive | labor-intensive work/process |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| phenomenological | adj | /fɪˌnɒmɪnəˈlɒdʒɪkl/ | thuộc về hiện tượng học | phenomenological experience of learning | phenomenological approach/research |
| neurobiological | adj | /ˌnjʊərəʊbaɪəˈlɒdʒɪkl/ | thuộc về thần kinh sinh học | neurobiological substrates underpin attention | neurobiological mechanisms/basis |
| transdisciplinary | adj | /ˌtrænzdɪsəˈplɪnəri/ | liên ngành | transdisciplinary field integrating sciences | transdisciplinary research/approach |
| elucidate | v | /ɪˈluːsɪdeɪt/ | làm sáng tỏ | elucidate the mechanisms of learning | elucidate the relationship/nature |
| neuroimaging | n | /ˌnjʊərəʊˈɪmɪdʒɪŋ/ | chụp ảnh não | neuroimaging studies using fMRI | neuroimaging techniques/data |
| embodied presence | n phrase | /ɪmˈbɒdid ˈprezns/ | sự hiện diện hữu hình | embodied presence of an instructor | create embodied presence |
| empathetic | adj | /ˌempəˈθetɪk/ | đồng cảm | empathetic engagement with content | empathetic response/understanding |
| prefrontal cortex | n phrase | /ˌpriːˈfrʌntl ˈkɔːteks/ | vỏ não trước trán | prefrontal cortex responsible for attention | prefrontal cortex activation |
| executive functions | n phrase | /ɪɡˈzekjətɪv ˈfʌŋkʃnz/ | các chức năng điều hành | executive functions like sustained attention | impair executive functions |
| dopaminergic | adj | /ˌdəʊpəmɪˈnɜːdʒɪk/ | thuộc về dopamine | dopaminergic reward system | dopaminergic pathways/neurons |
| operant conditioning | n phrase | /ˈɒpərənt kənˈdɪʃnɪŋ/ | điều kiện hóa thao tác | operant conditioning competes with learning | operant conditioning principles |
| ego depletion | n phrase | /ˈiːɡəʊ dɪˈpliːʃn/ | cạn kiệt tự ngã | ego depletion reduces mental energy | ego depletion theory/effect |
| transactional distance | n phrase | /trænˈzækʃənl ˈdɪstəns/ | khoảng cách giao dịch | transactional distance is psychological gap | reduce transactional distance |
| dialectical learning | n phrase | /ˌdaɪəˈlektɪkl ˈlɜːnɪŋ/ | học tập biện chứng | dialectical learning through exchange | dialectical learning process |
| hermeneutic circle | n phrase | /ˌhɜːməˈnjuːtɪk ˈsɜːkl/ | vòng tròn diễn giải | hermeneutic circle of understanding | hermeneutic circle concept |
| commodification | n | /kəˌmɒdɪfɪˈkeɪʃn/ | sự hàng hóa hóa | commodification of education | commodification of knowledge |
| instrumental rationality | n phrase | /ˌɪnstrəˈmentl ˌræʃəˈnæləti/ | lý tính công cụ | instrumental rationality threatens education | instrumental rationality dominates |
| attenuate | v | /əˈtenjueɪt/ | giảm dần, suy yếu | enthusiasm attenuates over time | attenuate the effect/impact |
| regressive | adj | /rɪˈɡresɪv/ | lùi bước, thoái bộ | function as a regressive force | regressive policy/change |
| granular insights | n phrase | /ˈɡrænjələr ˈɪnsaɪts/ | hiểu biết chi tiết | granular insights into student behavior | provide granular insights |
| epistemological humility | n phrase | /ɪˌpɪstəməˈlɒdʒɪkl hjuːˈmɪləti/ | sự khiêm tốn nhận thức luận | epistemological humility is necessary | practice epistemological humility |
Kết bài
Chủ đề về tác động của học trực tuyến đến sự tham gia của sinh viên không chỉ phản ánh xu hướng giáo dục đương đại mà còn là một trong những chủ đề quan trọng thường xuyên xuất hiện trong IELTS Reading. Qua bộ đề thi mẫu này, bạn đã được trải nghiệm đầy đủ ba mức độ khó từ Easy đến Hard, tương tự như trong kỳ thi IELTS thực tế.
Ba passages đã cung cấp góc nhìn toàn diện về online learning, từ các khái niệm cơ bản về student engagement và flexibility trong Passage 1, đến phân tích sâu hơn về cognitive engagement và teaching presence trong Passage 2, cho đến các lý thuyết phức tạp về neuroscience và social dynamics trong Passage 3. Độ khó tăng dần một cách tự nhiên, giúp bạn làm quen với cách IELTS Reading test được thiết kế.
Phần đáp án chi tiết không chỉ cung cấp câu trả lời đúng mà còn giải thích rõ ràng vị trí thông tin, cách paraphrase và lý do tại sao đáp án đó chính xác. Đây là kỹ năng quan trọng giúp bạn tự đánh giá và cải thiện khả năng làm bài. Hãy dành thời gian phân tích những câu bạn làm sai để hiểu rõ lỗi suy nghĩ và tránh lặp lại trong tương lai.
Bảng từ vựng theo từng passage cung cấp hơn 40 từ và cụm từ học thuật quan trọng, đầy đủ với phiên âm, nghĩa, ví dụ và collocations. Đây là tài liệu quý giá để bạn không chỉ chuẩn bị cho Reading mà còn cho cả Writing và Speaking. Hãy tạo flashcards và ôn tập thường xuyên để từ vựng trở thành một phần tự nhiên trong vốn tiếng Anh của bạn.
Lời khuyên cuối cùng: Hãy luyện tập đề này nhiều lần với các chiến lược khác nhau. Lần đầu, làm không giới hạn thời gian để hiểu kỹ nội dung. Lần sau, đặt thời gian 60 phút như thi thật. Cuối cùng, phân tích từng câu hỏi để nắm vững kỹ thuật. Sự kiên trì và phương pháp đúng đắn sẽ giúp bạn đạt được band điểm mục tiêu trong IELTS Reading!
