IELTS Reading: The Rise of Coding Bootcamps – Đề thi mẫu có đáp án chi tiết

Mở bài

Trong bối cảnh công nghệ số phát triển mạnh mẽ, coding bootcamps – các khóa đào tạo lập trình tăng tốc – đã trở thành một xu hướng giáo dục đột phá toàn cầu. Chủ đề về giáo dục hiện đại, công nghệ và phát triển kỹ năng nghề nghiệp thường xuyên xuất hiện trong IELTS Reading với tần suất cao, đặc biệt ở các đề thi Academic gần đây.

Bài viết này cung cấp một bộ đề thi IELTS Reading hoàn chỉnh với chủ đề “The Rise Of Coding Bootcamps In Modern Education”, bao gồm ba passages với độ khó tăng dần từ Easy đến Hard. Bạn sẽ được trải nghiệm một bài thi thực tế với 40 câu hỏi đa dạng, đáp án chính xác kèm giải thích chi tiết, cùng kho từ vựng phong phú giúp bạn nâng cao khả năng đọc hiểu học thuật.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, đặc biệt hữu ích cho những ai đang nhắm đến band điểm 6.5-8.0. Nội dung được thiết kế dựa trên cấu trúc của Cambridge IELTS thực tế, giúp bạn làm quen với format thi chuẩn quốc tế và rèn luyện kỹ năng quản lý thời gian hiệu quả.

1. Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút và bao gồm 3 passages với tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính là 1 điểm, không có điểm âm cho câu trả lời sai.

Phân bổ thời gian khuyến nghị:

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

Lưu ý quan trọng: Bạn cần tự quản lý thời gian vì đề thi không chia nhỏ thời gian cho từng passage. Nên dành 2-3 phút cuối để chuyển đáp án vào phiếu trả lời.

Các Dạng Câu Hỏi Trong Đề Này

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

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

2. IELTS Reading Practice Test

PASSAGE 1 – The New Face of Tech Education

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In recent years, coding bootcamps have emerged as a revolutionary alternative to traditional university degrees in computer science. These intensive, short-term training programs promise to transform complete beginners into job-ready programmers in just a few months, challenging the conventional wisdom that becoming a software developer requires four years of formal education and significant financial investment.

The typical coding bootcamp lasts between 12 to 24 weeks and focuses on teaching practical programming skills that are immediately applicable in the workplace. Unlike traditional computer science degrees, which include theoretical courses in mathematics, algorithms, and computer architecture, bootcamps concentrate exclusively on the tools and technologies that employers are actively seeking. Students spend their days writing actual code, building real projects, and collaborating with peers in an environment that mimics professional software development teams.

The appeal of coding bootcamps is multifaceted. First and foremost is the time efficiency. While a bachelor’s degree in computer science typically takes four years to complete, bootcamp graduates can enter the job market in less than six months. This accelerated timeline is particularly attractive to career changers – individuals who already hold degrees in other fields but wish to transition into the lucrative tech industry. A 2019 survey by Course Report found that the average bootcamp student is 31 years old, suggesting that these programs are primarily serving professionals seeking mid-career transitions rather than recent high school graduates.

Cost is another significant factor driving the bootcamp phenomenon. The average tuition for a coding bootcamp ranges from $11,000 to $15,000, a fraction of the cost of a four-year degree at most universities, which can exceed $100,000 when including living expenses. Moreover, many bootcamps have adopted innovative payment models designed to reduce financial barriers. Some institutions offer income share agreements (ISAs), where students pay nothing upfront and only begin repayment once they secure a job earning above a certain threshold, typically around $40,000 per year. This approach aligns the school’s incentives with student outcomes, as the institution only profits when graduates find employment.

The curriculum design of coding bootcamps reflects their employment-focused philosophy. Rather than beginning with theoretical foundations, bootcamp students immediately start building functional applications. A typical program might begin with front-end web development, teaching HTML, CSS, and JavaScript in the first few weeks. Students then progress to back-end development, learning languages like Python or Ruby, and databases such as PostgreSQL. By the end of the program, students have usually completed several portfolio projects that demonstrate their capabilities to potential employers.

Job placement support is a defining characteristic of reputable coding bootcamps. Most programs provide extensive career services, including resume workshops, interview preparation, and direct connections to hiring partners. Some bootcamps guarantee job placement within six months of graduation or offer tuition refunds, though the specific terms vary considerably between institutions. According to data from the Council on Integrity in Results Reporting (CIRR), reputable bootcamps report job placement rates between 70% and 80% within six months of graduation, with graduates earning average starting salaries of $65,000 to $70,000.

However, critics of the bootcamp model raise important concerns. Traditional computer science educators argue that bootcamps produce “code mechanics” who can follow instructions and use specific tools but lack the fundamental understanding necessary for solving complex problems or adapting to new technologies. They contend that without grounding in core concepts like data structures, algorithms, and computational theory, bootcamp graduates may struggle to advance beyond entry-level positions or face difficulties when technologies evolve.

There are also questions about quality control in the rapidly expanding bootcamp industry. With hundreds of programs now operating worldwide, standards vary dramatically. Some bootcamps maintain rigorous admission processes and employ experienced instructors, while others accept any student willing to pay tuition and provide minimal actual instruction. Unlike universities, which must meet accreditation standards, most bootcamps operate without external oversight, making it challenging for prospective students to evaluate program quality.

Despite these concerns, the continued growth of coding bootcamps suggests they are addressing a genuine need in the education and employment landscape. As technology becomes increasingly central to all industries, the demand for software developers far exceeds the supply of computer science graduates. Bootcamps provide an alternative pathway for individuals to acquire in-demand skills quickly, and for many graduates, they represent a successful route into rewarding careers. Whether they complement or compete with traditional education, coding bootcamps have undeniably become a significant force in modern tech education.

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. Coding bootcamps typically last longer than six months.
2. Most coding bootcamp students are recent high school graduates.
3. Income share agreements require students to pay tuition before starting the course.
4. All coding bootcamps guarantee job placement after graduation.
5. The average starting salary for bootcamp graduates is between $65,000 and $70,000.
6. Universities that offer computer science degrees must meet accreditation standards.

Questions 7-10

Complete the sentences below.

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

7. Coding bootcamps focus on teaching skills that are __ in the workplace.
8. Many bootcamp students are professionals who want to make __.
9. Critics argue that bootcamp graduates may have difficulty __ when technology changes.
10. The bootcamp industry operates without __, making it hard to assess quality.

Questions 11-13

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

11. According to the passage, what is the primary advantage of coding bootcamps over traditional degrees?

• A) They provide better theoretical knowledge
• B) They offer more financial aid options
• C) They allow faster entry into the job market
• D) They have higher job placement rates

12. What does the passage suggest about bootcamp curriculum design?

• A) It starts with advanced mathematical concepts
• B) It emphasizes practical application from the beginning
• C) It follows the same structure as university programs
• D) It requires previous programming experience

13. The passage indicates that coding bootcamps are:

• A) Replacing traditional university education completely
• B) Only suitable for young students
• C) Meeting a demand in the education market
• D) More expensive than traditional degrees

---

PASSAGE 2 – Economic and Social Impact of Bootcamp Education

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The emergence of coding bootcamps represents more than simply a new educational model; it reflects fundamental shifts in how societies approach workforce development, economic mobility, and the democratization of technical skills. As these institutions have proliferated over the past decade, researchers and policymakers have begun examining their broader implications for labour markets, social equity, and the traditional higher education system.

From an economic perspective, coding bootcamps have introduced market-driven dynamics into technical education. Traditional universities, particularly public institutions, often respond slowly to industry demands due to bureaucratic structures, faculty governance systems, and curriculum approval processes that can take years. In contrast, bootcamps operate as agile businesses that can update their curricula within weeks to reflect the latest industry trends and employer requirements. This responsiveness has proven particularly valuable in the fast-evolving technology sector, where programming languages, frameworks, and development methodologies change rapidly.

The labour market outcomes for bootcamp graduates have been a subject of considerable scrutiny. While promotional materials often highlight impressive placement rates and starting salaries, independent research presents a more nuanced picture. A comprehensive study by the Federal Reserve Bank of New York found that bootcamp graduates do experience significant income gains, with median earnings increasing by approximately 51% compared to their pre-bootcamp employment. However, outcomes varied considerably based on factors including the student’s prior educational background, the specific bootcamp attended, and local labour market conditions.

Interestingly, the data suggests that bootcamps are most effective for individuals who already possess bachelor’s degrees in unrelated fields. These “career switchers” typically bring transferable skills – such as problem-solving, communication, and project management – that complement their newly acquired technical abilities. For individuals without prior college education, outcomes are less consistent, suggesting that bootcamps may work best as professional retraining rather than as complete replacements for foundational education.

The geographic distribution of coding bootcamps reflects and potentially reinforces existing patterns of economic inequality. The vast majority of bootcamps are concentrated in major technology hubs such as San Francisco, New York, Seattle, and Austin, where tech job opportunities are abundant but living costs are prohibitively high. This concentration creates a paradox: the communities that might benefit most from accessible technical training – those in economically depressed regions with limited employment opportunities – have the least access to bootcamp education. Some institutions have attempted to address this through remote learning options, but online bootcamps face challenges in replicating the intensive, collaborative environment that characterizes successful in-person programs.

The bootcamp model has also raised important questions about diversity and inclusion in the technology sector. Proponents argue that by removing traditional gatekeeping barriers – such as SAT scores, prior programming experience, and lengthy application processes – bootcamps can attract more diverse cohorts than conventional computer science programs. Indeed, some bootcamps report higher percentages of women and underrepresented minorities than typical university CS departments. Organizations like Code2040 and Black Girls Code have specifically leveraged the bootcamp model to increase participation of underrepresented groups in technology.

However, critics point out that financial barriers may actually exclude the individuals who would benefit most from these programs. While bootcamp tuition is lower than four-year university costs, the concentrated expense – often $12,000 to $15,000 paid within a few months – can be insurmountable for individuals from low-income backgrounds. Additionally, the intensive nature of bootcamps typically requires students to study full-time, making it difficult for those who must work to support themselves or their families. Income share agreements, while innovative, carry their own concerns: some consumer advocates warn that certain ISA terms may disproportionately burden graduates who struggle to find high-paying employment.

The relationship between coding bootcamps and traditional higher education institutions remains complex and evolving. Initially, many universities viewed bootcamps as competitors offering inferior education. However, a more collaborative model has begun to emerge. Some universities now offer their own bootcamp-style programs or partner with established bootcamp providers to offer hybrid credentials. These partnerships attempt to combine the theoretical rigor of academic education with the practical focus of bootcamp training, potentially offering a “best of both worlds” approach.

The regulatory landscape for coding bootcamps is still taking shape. Unlike universities, which face extensive oversight from accreditation bodies and government agencies, bootcamps have historically operated with minimal regulation. This lack of oversight has allowed for rapid innovation and expansion but has also permitted predatory practices by some providers. Several U.S. states have begun implementing regulations requiring bootcamps to report outcomes data, including job placement rates and graduate earnings, to provide greater transparency for prospective students. The Council on Integrity in Results Reporting (CIRR) represents a voluntary industry effort to establish standardized reporting practices, though participation remains optional.

Looking forward, the long-term career trajectories of bootcamp graduates remain an open question. While initial placement data appears promising, there is limited research on how bootcamp-trained developers progress over five, ten, or fifteen years compared to their traditionally educated peers. Do they advance to senior technical roles, management positions, or entrepreneurial ventures at similar rates? Or does the absence of theoretical foundations eventually create a career ceiling? As the first cohorts of bootcamp graduates accumulate more experience in the workforce, these questions will become increasingly answerable and will likely influence how bootcamps evolve and how they are perceived by both students and employers.

Học viên coding bootcamp thực hành lập trình trong lớp học hiện đại với nhiều màn hình máy tính

Questions 14-18

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

14. According to the passage, coding bootcamps can update their curricula faster than universities because:

• A) They have better qualified instructors
• B) They operate as flexible businesses
• C) They receive more government funding
• D) They have fewer students to manage

15. Research by the Federal Reserve Bank of New York found that:

• A) All bootcamp graduates doubled their income
• B) Bootcamps work equally well for everyone
• C) Income increases varied among graduates
• D) Bootcamp graduates earned less than expected

16. The passage suggests that bootcamps are most effective for:

• A) Recent high school graduates
• B) People with existing bachelor’s degrees
• C) Individuals with programming experience
• D) Students from wealthy backgrounds

17. What does the passage say about the geographic distribution of bootcamps?

• A) They are evenly distributed across all regions
• B) They are mainly located in major tech cities
• C) They prefer rural areas with lower costs
• D) They are required to operate in poor communities

18. The passage indicates that income share agreements:

• A) Always benefit students financially
• B) Are required by all bootcamps
• C) May create problems for some graduates
• D) Have been banned in most states

Questions 19-23

Complete the summary below.

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

Coding bootcamps have introduced (19) __ into technical education, allowing them to respond quickly to industry needs. Research shows that bootcamp graduates experience significant (20) __, though results vary. The programs are most successful for (21) __ who already have degrees in other areas. However, the concentration of bootcamps in expensive (22) __ creates access problems for people in poorer regions. While some bootcamps report better (23) __ than university computer science programs, financial barriers may still exclude low-income students.

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. Universities initially welcomed coding bootcamps as educational partners.
25. The regulatory environment for bootcamps is still developing.
26. Bootcamp graduates always earn higher salaries than university computer science graduates after ten years.

---

PASSAGE 3 – Pedagogical Philosophy and the Future of Skills-Based Education

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The proliferation of coding bootcamps has catalyzed a profound philosophical debate about the fundamental purposes of education and the epistemological assumptions that underpin different pedagogical approaches. At its core, this debate revolves around a perennial tension in educational theory: whether education should primarily serve instrumental purposes – equipping individuals with immediately marketable skills – or whether it should pursue more transcendent aims such as cultivating critical thinking, fostering intellectual curiosity, and developing a comprehensive understanding of underlying principles that transcend any particular technological instantiation.

Traditional computer science education, rooted in the disciplinary conventions of academia, emphasizes foundational knowledge and theoretical rigor. This approach, influenced by the cognitive science principles that emerged in the mid-20th century, posits that deep conceptual understanding provides the most robust foundation for adaptive expertise. Proponents of this model argue that technological tools and languages are ephemeral – today’s cutting-edge framework becomes tomorrow’s legacy system – while fundamental concepts in computation, algorithms, and system design remain constant. By this logic, students who understand computational complexity, data structures, and formal methods can more readily adapt to technological change than those who have merely learned to manipulate specific tools without grasping the underlying abstractions.

Conversely, the bootcamp model embodies what educational theorists might characterize as a competency-based or constructivist pedagogy, prioritizing experiential learning and the development of situated knowledge. This approach draws implicitly on the work of educational theorists such as Jean Lave and Etienne Wenger, whose concept of “legitimate peripheral participation” suggests that learning is fundamentally a process of enculturation into communities of practice. Bootcamp students, by this interpretation, are not primarily acquiring abstract knowledge but rather being socialized into the professional practices, discourse conventions, and problem-solving heuristics of working software developers. The emphasis on pair programming, code reviews, and collaborative projects reflects an apprenticeship model wherein novices learn by participating in authentic tasks alongside more experienced practitioners.

The efficacy of these contrasting approaches cannot be evaluated without considering the metacognitive demands of professional software development. Contemporary development practice increasingly relies on distributed cognition – the externalization of knowledge into tools, documentation, and collective resources. When encountering an unfamiliar technical challenge, professional developers routinely consult API documentation, search Stack Overflow for solutions, and leverage libraries and frameworks that abstract away low-level implementation details. This reality suggests that the critical skill may not be memorization of specific algorithms or syntax but rather what literacy researchers call “information navigation” – the ability to efficiently locate, evaluate, and apply relevant knowledge resources.

Recent research in expertise development provides nuanced insights into this debate. Studies comparing traditionally educated and bootcamp-trained developers reveal interesting patterns. On tasks requiring application of established best practices to familiar problem domains, bootcamp graduates often perform comparably to computer science majors with similar experience levels. However, when faced with novel problem configurations or asked to evaluate the relative efficiency of different algorithmic approaches, traditionally educated developers demonstrate measurable advantages. This pattern aligns with research in cognitive psychology suggesting that surface-level procedural knowledge – knowing how to perform specific tasks – develops more rapidly than deep structural knowledge – understanding the underlying principles that explain why certain approaches work and others fail.

The economic implications of these pedagogical differences extend beyond individual career outcomes to encompass broader questions of innovation capacity and technological sovereignty. While bootcamp-trained developers can certainly contribute to existing technical ecosystems, critics question whether skills-focused training produces the architectural thinking and systems-level reasoning necessary for fundamental innovation. The concern, articulated by some technology leaders, is that an industry increasingly staffed by developers with instrumental rather than foundational training might become more adept at implementing existing paradigms than at inventing new ones. This perspective raises normative questions about whether a society’s technical workforce should be optimized for immediate productivity or for long-term innovative potential.

Furthermore, the bootcamp phenomenon reflects and potentially accelerates broader credentialism debates in contemporary society. The traditional educational credential – the university degree – served not only to certify specific competencies but also to signal broader attributes such as intellectual capacity, perseverance, and cultural capital. Employers relied on degrees as screening mechanisms, not because they ensured specific skills but because they provided probabilistic information about candidates’ general capabilities. The emergence of alternative credentials – bootcamp certificates, online course completions, digital badges – creates what labor economists call a “signaling competition” wherein the informational value of any particular credential is partially dependent on its relative scarcity and employer familiarity.

Some educational theorists argue that the coding bootcamp model represents a template that could be applied to other fields facing similar dynamics of rapid knowledge change and skills gaps. Already, bootcamp-style programs have emerged in areas such as data science, digital marketing, UX design, and cybersecurity. This trend toward modular, skills-specific credentials could potentially disaggregate the traditional university degree into component parts, allowing individuals to pursue customized learning pathways rather than standardized degree programs. However, this vision raises concerns about educational equity – whether a system of multiple specialized credentials might privilege individuals with the social capital to navigate complex credentialing landscapes and disadvantage those without access to sophisticated educational guidance.

The long-term trajectory of coding bootcamps likely depends on their ability to evolve beyond their initial model. Some institutions have begun offering more advanced programs targeting experienced developers seeking to specialize in areas like machine learning or blockchain development. Others are experimenting with hybrid models that incorporate more theoretical content while maintaining practical focus. The most intellectually ambitious bootcamps have begun partnering with academic institutions to develop programs that offer both university credentials and intensive practical training, attempting to synthesize the strengths of both approaches.

Ultimately, the debate surrounding coding bootcamps transcends questions of pedagogical effectiveness to engage fundamental questions about knowledge, expertise, and education in an era of rapid technological change. Rather than viewing bootcamps and traditional education as mutually exclusive alternatives, a more nuanced perspective recognizes them as complementary pathways suited to different individuals, career stages, and learning objectives. The challenge for policymakers, educators, and learners is to develop sophisticated frameworks for evaluating when each approach is most appropriate and to ensure that multiple educational pathways remain accessible to individuals from all backgrounds. As the boundaries between formal and informal learning continue to blur, the coding bootcamp phenomenon may ultimately be understood not as a replacement for traditional education but as a harbinger of a more diverse and dynamic educational ecosystem.

Giáo dục lập trình tương lai kết hợp lý thuyết và thực hành với công nghệ hiện đại

Questions 27-31

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

27. Traditional computer science education emphasizes
28. The bootcamp model prioritizes
29. Contemporary software development relies on
30. Research shows that bootcamp graduates perform comparably on
31. Some technology leaders worry that bootcamp training might not develop

A. tasks involving established best practices in familiar areas.
B. the ability to create fundamental innovations in technology.
C. experiential learning and practical knowledge development.
D. memorization of programming languages and syntax.
E. theoretical understanding and foundational concepts.
F. distributed cognition and external knowledge resources.
G. collaboration between universities and private companies.
H. standardized testing and formal examinations.

Questions 32-36

Do the following statements agree with the claims of the writer in Passage 3?

Write:

• YES if the statement agrees with the claims of the writer
• NO if the statement contradicts the claims of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

32. Theoretical computer science concepts remain stable while specific programming tools change frequently.
33. Bootcamp students learn primarily through participating in authentic development tasks.
34. Bootcamp-trained developers always perform worse than university graduates on novel problems.
35. University degrees only certify specific technical competencies.
36. The bootcamp model could potentially be applied to other professional fields.

Questions 37-40

Answer the questions below.

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

37. What type of pedagogy do educational theorists say the bootcamp model represents?
38. What term describes developers’ ability to locate and use knowledge resources efficiently?
39. What kind of competition do alternative credentials create in the labor market?
40. What does the passage suggest bootcamps and traditional education should be viewed as?

---

3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. FALSE
2. FALSE
3. FALSE
4. FALSE
5. TRUE
6. TRUE
7. immediately applicable
8. mid-career transitions
9. advance beyond entry-level positions
10. external oversight
11. C
12. B
13. C

PASSAGE 2: Questions 14-26

14. B
15. C
16. B
17. B
18. C
19. market-driven dynamics
20. income gains
21. career switchers
22. technology hubs
23. diversity and inclusion
24. NO
25. YES
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. E
28. C
29. F
30. A
31. B
32. YES
33. YES
34. NO
35. NO
36. YES
37. competency-based / constructivist pedagogy
38. information navigation
39. signaling competition
40. complementary pathways

---

4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: coding bootcamps, typically last, longer than six months
• Vị trí trong bài: Đoạn 2, dòng 1
• Giải thích: Bài đọc nói rõ “The typical coding bootcamp lasts between 12 to 24 weeks”, tương đương 3-6 tháng, không phải “longer than six months”. Đây là thông tin trái ngược với câu hỏi nên đáp án là FALSE.

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: bootcamp students, recent high school graduates
• Vị trí trong bài: Đoạn 3, dòng 5-7
• Giải thích: Bài viết nêu rõ “the average bootcamp student is 31 years old, suggesting that these programs are primarily serving professionals seeking mid-career transitions rather than recent high school graduates”. Câu hỏi nói ngược lại nên đáp án là FALSE.

Câu 3: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: income share agreements, pay tuition before starting
• Vị trí trong bài: Đoạn 4, dòng 4-6
• Giải thích: Passage giải thích ISAs là “students pay nothing upfront and only begin repayment once they secure a job” – sinh viên không trả gì trước, trái với câu hỏi.

Câu 5: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: average starting salary, $65,000 to $70,000
• Vị trí trong bài: Đoạn 6, dòng 5-6
• Giải thích: Thông tin khớp chính xác: “graduates earning average starting salaries of $65,000 to $70,000”.

Câu 11: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: primary advantage, bootcamps, traditional degrees
• Vị trí trong bài: Đoạn 3, dòng 1-3
• Giải thích: Bài viết nhấn mạnh “time efficiency” và “bootcamp graduates can enter the job market in less than six months” so với “four years” của university, khớp với đáp án C “faster entry into the job market”.

Câu 12: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: curriculum design, bootcamp
• Vị trí trong bài: Đoạn 5, dòng 1-3
• Giải thích: “Rather than beginning with theoretical foundations, bootcamp students immediately start building functional applications” – nhấn mạnh practical application từ đầu, chọn B.

Passage 2 – Giải Thích

Câu 14: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: update curricula faster, universities
• Vị trí trong bài: Đoạn 2, dòng 3-5
• Giải thích: “bootcamps operate as agile businesses that can update their curricula within weeks” – từ “agile businesses” được paraphrase thành “flexible businesses” ở đáp án B.

Câu 16: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: most effective for
• Vị trí trong bài: Đoạn 4, dòng 1-2
• Giải thích: “bootcamps are most effective for individuals who already possess bachelor’s degrees in unrelated fields” – khớp chính xác với đáp án B.

Câu 19: market-driven dynamics

• Dạng câu hỏi: Summary Completion
• Từ khóa: introduced, technical education
• Vị trí trong bài: Đoạn 2, dòng 1
• Giải thích: Câu summary paraphrase câu “coding bootcamps have introduced market-driven dynamics into technical education”.

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: universities, welcomed, partners
• Vị trí trong bài: Đoạn 8, dòng 1-2
• Giải thích: “Initially, many universities viewed bootcamps as competitors” – trái ngược với “welcomed as partners”, nên đáp án là NO.

Câu 25: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: regulatory landscape, still taking shape
• Vị trí trong bài: Đoạn 9, dòng 1
• Giải thích: “The regulatory landscape for coding bootcamps is still taking shape” – khớp hoàn toàn với claim, chọn YES.

Passage 3 – Giải Thích

Câu 27: E

• Dạng câu hỏi: Matching Sentence Endings
• Từ khóa: traditional computer science education, emphasizes
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: “Traditional computer science education…emphasizes foundational knowledge and theoretical rigor” – khớp với ending E “theoretical understanding and foundational concepts”.

Câu 28: C

• Dạng câu hỏi: Matching Sentence Endings
• Từ khóa: bootcamp model, prioritizes
• Vị trí trong bài: Đoạn 3, dòng 1
• Giải thích: “the bootcamp model embodies…competency-based or constructivist pedagogy, prioritizing experiential learning” – ending C “experiential learning and practical knowledge development” là paraphrase chính xác.

Câu 32: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: theoretical concepts, stable, programming tools, change
• Vị trí trong bài: Đoạn 2, dòng 4-5
• Giải thích: “technological tools and languages are ephemeral…while fundamental concepts in computation…remain constant” – claim khớp với ý kiến của writer.

Câu 37: competency-based / constructivist pedagogy

• Dạng câu hỏi: Short Answer
• Từ khóa: type of pedagogy, bootcamp model
• Vị trí trong bài: Đoạn 3, dòng 1
• Giải thích: Câu trả lời trực tiếp: “the bootcamp model embodies what educational theorists might characterize as a competency-based or constructivist pedagogy”.

Câu 38: information navigation

• Dạng câu hỏi: Short Answer
• Từ khóa: ability to locate and use knowledge resources
• Vị trí trong bài: Đoạn 4, dòng 6-7
• Giải thích: “what literacy researchers call ‘information navigation’ – the ability to efficiently locate, evaluate, and apply relevant knowledge resources”.

Câu 40: complementary pathways

• Dạng câu hỏi: Short Answer
• Từ khóa: bootcamps and traditional education, viewed as
• Vị trí trong bài: Đoạn 10, dòng 3-4
• Giải thích: “a more nuanced perspective recognizes them as complementary pathways suited to different individuals”.

---

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
revolutionary	adj	/ˌrevəˈluːʃəneri/	mang tính cách mạng	revolutionary alternative to traditional degrees	revolutionary change/idea
transform	v	/trænsˈfɔːm/	biến đổi, chuyển hóa	transform complete beginners into programmers	transform into/from
immediately applicable	adj phrase	/ɪˈmiːdiətli ˈæplɪkəbl/	có thể áp dụng ngay lập tức	skills that are immediately applicable	immediately applicable skills/knowledge
accelerated timeline	n phrase	/əkˈseləreɪtɪd ˈtaɪmlaɪn/	lộ trình thời gian rút gọn	accelerated timeline is attractive	accelerated program/course
career changers	n phrase	/kəˈrɪə ˈtʃeɪndʒəz/	người chuyển đổi nghề nghiệp	particularly attractive to career changers	mid-career transition
innovative payment models	n phrase	/ˈɪnəvətɪv ˈpeɪmənt ˈmɒdlz/	mô hình thanh toán sáng tạo	adopted innovative payment models	innovative approach/solution
income share agreements	n phrase	/ˈɪnkʌm ʃeə əˈɡriːmənts/	thỏa thuận chia sẻ thu nhập	offer income share agreements (ISAs)	enter into an agreement
employment-focused	adj	/ɪmˈplɔɪmənt ˈfəʊkəst/	tập trung vào việc làm	employment-focused philosophy	employment-oriented/centered
job placement	n phrase	/dʒɒb ˈpleɪsmənt/	sắp xếp việc làm	job placement support is a defining characteristic	job placement rate/service
fundamental understanding	n phrase	/ˌfʌndəˈmentl ˌʌndəˈstændɪŋ/	sự hiểu biết nền tảng	lack the fundamental understanding	deep/thorough understanding
rigorous admission processes	n phrase	/ˈrɪɡərəs ədˈmɪʃn ˈprəʊsesɪz/	quy trình tuyển sinh nghiêm ngặt	maintain rigorous admission processes	rigorous standards/requirements
external oversight	n phrase	/ɪkˈstɜːnl ˈəʊvəsaɪt/	sự giám sát bên ngoài	operate without external oversight	regulatory oversight

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
fundamental shifts	n phrase	/ˌfʌndəˈmentl ʃɪfts/	những thay đổi căn bản	reflects fundamental shifts in workforce development	fundamental change/transformation
democratization	n	/dɪˌmɒkrətaɪˈzeɪʃn/	sự dân chủ hóa	democratization of technical skills	democratization of knowledge/access
market-driven dynamics	n phrase	/ˈmɑːkɪt ˈdrɪvn daɪˈnæmɪks/	động lực thị trường	introduced market-driven dynamics	market-driven approach/economy
bureaucratic structures	n phrase	/ˌbjʊərəˈkrætɪk ˈstrʌktʃəz/	cơ cấu quan liêu	due to bureaucratic structures	bureaucratic process/system
agile businesses	n phrase	/ˈædʒaɪl ˈbɪznɪsɪz/	doanh nghiệp linh hoạt	operate as agile businesses	agile methodology/organization
labour market outcomes	n phrase	/ˈleɪbə ˈmɑːkɪt ˈaʊtkʌmz/	kết quả thị trường lao động	labour market outcomes have been scrutinized	employment outcomes/results
nuanced picture	n phrase	/ˈnjuːɑːnst ˈpɪktʃə/	bức tranh nhiều sắc thái	presents a more nuanced picture	nuanced understanding/view
transferable skills	n phrase	/trænsˈfɜːrəbl skɪlz/	kỹ năng chuyển đổi được	bring transferable skills	transferable knowledge/experience
prohibitively high	adj phrase	/prəˈhɪbɪtɪvli haɪ/	cao một cách cấm đoán	living costs are prohibitively high	prohibitively expensive/costly
gatekeeping barriers	n phrase	/ˈɡeɪtkiːpɪŋ ˈbæriəz/	rào cản kiểm soát	removing traditional gatekeeping barriers	gatekeeping practices/mechanisms
insurmountable	adj	/ˌɪnsəˈmaʊntəbl/	không thể vượt qua	can be insurmountable for low-income individuals	insurmountable obstacle/challenge
disproportionately burden	v phrase	/ˌdɪsprəˈpɔːʃnətli ˈbɜːdn/	gánh nặng không cân xứng	may disproportionately burden graduates	disproportionately affect/impact
collaborative model	n phrase	/kəˈlæbərətɪv ˈmɒdl/	mô hình hợp tác	a more collaborative model has emerged	collaborative approach/partnership
hybrid credentials	n phrase	/ˈhaɪbrɪd krɪˈdenʃlz/	bằng cấp lai	partner to offer hybrid credentials	hybrid program/model
predatory practices	n phrase	/ˈpredətri ˈpræktɪsɪz/	hành vi lừa đảo	permitted predatory practices by some providers	predatory lending/behavior

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
profound philosophical debate	n phrase	/prəˈfaʊnd ˌfɪləˈsɒfɪkl dɪˈbeɪt/	cuộc tranh luận triết học sâu sắc	catalyzed a profound philosophical debate	philosophical question/discussion
epistemological assumptions	n phrase	/ɪˌpɪstəməˈlɒdʒɪkl əˈsʌmpʃnz/	các giả định nhận thức luận	epistemological assumptions that underpin approaches	epistemological framework/perspective
perennial tension	n phrase	/pəˈreniəl ˈtenʃn/	sự căng thẳng lâu dài	a perennial tension in educational theory	perennial problem/issue
instrumental purposes	n phrase	/ˌɪnstrəˈmentl ˈpɜːpəsɪz/	mục đích công cụ	serve instrumental purposes	instrumental value/role
transcendent aims	n phrase	/trænˈsendənt eɪmz/	mục tiêu siêu việt	pursue more transcendent aims	transcendent values/goals
disciplinary conventions	n phrase	/ˈdɪsəplɪnəri kənˈvenʃnz/	quy ước học thuật	rooted in disciplinary conventions	disciplinary boundaries/norms
foundational knowledge	n phrase	/faʊnˈdeɪʃənl ˈnɒlɪdʒ/	kiến thức nền tảng	emphasizes foundational knowledge	foundational concepts/principles
cognitive science	n phrase	/ˈkɒɡnətɪv ˈsaɪəns/	khoa học nhận thức	influenced by cognitive science principles	cognitive psychology/development
deep conceptual understanding	n phrase	/diːp ˌkɒnsepˈtʃuəl ˌʌndəˈstændɪŋ/	sự hiểu biết khái niệm sâu sắc	deep conceptual understanding provides foundation	deep knowledge/insight
ephemeral	adj	/ɪˈfemərəl/	phù du, tạm thời	technological tools are ephemeral	ephemeral nature/phenomenon
underlying abstractions	n phrase	/ˌʌndəˈlaɪɪŋ æbˈstrækʃnz/	các khái niệm trừu tượng cơ bản	grasping the underlying abstractions	underlying principle/concept
competency-based pedagogy	n phrase	/ˈkɒmpɪtənsi beɪst ˈpedəɡɒdʒi/	phương pháp sư phạm dựa trên năng lực	characterize as competency-based pedagogy	competency-based learning/assessment
experiential learning	n phrase	/ɪkˌspɪəriˈenʃl ˈlɜːnɪŋ/	học tập trải nghiệm	prioritizing experiential learning	experiential education/training
legitimate peripheral participation	n phrase	/lɪˈdʒɪtɪmət pəˈrɪfərəl pɑːˌtɪsɪˈpeɪʃn/	sự tham gia ngoại vi hợp pháp	concept of legitimate peripheral participation	peripheral role/position
enculturation	n	/ɪnˌkʌltʃəˈreɪʃn/	quá trình đồng hóa văn hóa	learning is a process of enculturation	cultural enculturation/socialization
metacognitive demands	n phrase	/ˌmetəˈkɒɡnətɪv dɪˈmɑːndz/	yêu cầu siêu nhận thức	considering the metacognitive demands	metacognitive skills/awareness
distributed cognition	n phrase	/dɪˈstrɪbjuːtɪd kɒɡˈnɪʃn/	nhận thức phân tán	relies on distributed cognition	distributed knowledge/intelligence
information navigation	n phrase	/ˌɪnfəˈmeɪʃn ˌnævɪˈɡeɪʃn/	định hướng thông tin	ability called information navigation	information literacy/management
novel problem configurations	n phrase	/ˈnɒvl ˈprɒbləm kənˌfɪɡjəˈreɪʃnz/	cấu hình vấn đề mới lạ	faced with novel problem configurations	novel approach/solution
surface-level procedural knowledge	n phrase	/ˈsɜːfɪs ˈlevl prəˈsiːdʒərəl ˈnɒlɪdʒ/	kiến thức thủ tục bề mặt	surface-level procedural knowledge develops rapidly	procedural skills/memory
deep structural knowledge	n phrase	/diːp ˈstrʌktʃərəl ˈnɒlɪdʒ/	kiến thức cấu trúc sâu	deep structural knowledge develops slower	structural understanding/insight
architectural thinking	n phrase	/ˌɑːkɪˈtektʃərəl ˈθɪŋkɪŋ/	tư duy kiến trúc	produces the architectural thinking necessary	architectural design/framework
systems-level reasoning	n phrase	/ˈsɪstəmz ˈlevl ˈriːzənɪŋ/	suy luận cấp hệ thống	systems-level reasoning for innovation	systems thinking/analysis
credentialism debates	n phrase	/krɪˈdenʃəlɪzəm dɪˈbeɪts/	tranh luận về chủ nghĩa bằng cấp	reflects broader credentialism debates	credentialism in education
signaling competition	n phrase	/ˈsɪɡnəlɪŋ ˌkɒmpəˈtɪʃn/	cạnh tranh tín hiệu	creates a signaling competition	competitive signaling/advantage
disaggregate	v	/ˌdɪsˈæɡrɪɡeɪt/	phân tách	could disaggregate the traditional degree	disaggregate data/information
complementary pathways	n phrase	/ˌkɒmplɪˈmentri ˈpɑːθweɪz/	con đường bổ sung	recognizes them as complementary pathways	complementary approach/strategy

---

Kết bài

Bộ đề thi IELTS Reading với chủ đề “The rise of coding bootcamps in modern education” đã cung cấp cho bạn một trải nghiệm luyện tập toàn diện và chân thực. Ba passages với độ khó tăng dần từ Easy sang Medium và Hard đã giúp bạn làm quen với cấu trúc đề thi thực tế, trong đó Passage 1 giới thiệu khái niệm và đặc điểm cơ bản của coding bootcamps, Passage 2 phân tích tác động kinh tế-xã hội, và Passage 3 đào sâu vào các khía cạnh triết học giáo dục và xu hướng tương lai.

Chủ đề về công nghệ, giáo dục hiện đại và phát triển kỹ năng nghề nghiệp là một trong những chủ đề phổ biến nhất trong IELTS Reading những năm gần đây. Việc luyện tập với đề thi này không chỉ giúp bạn nắm vững các dạng câu hỏi như Multiple Choice, True/False/Not Given, Matching, Summary Completion mà còn trang bị vốn từ vựng học thuật phong phú về lĩnh vực technology và education.

Đáp án chi tiết kèm giải thích đã chỉ ra cách paraphrase giữa câu hỏi và passage, vị trí cụ thể của thông tin trong bài, và lý do tại sao các đáp án khác không chính xác. Phần từ vựng được tổng hợp theo từng passage với phiên âm, nghĩa tiếng Việt, ví dụ ngữ cảnh và collocations sẽ giúp bạn mở rộng vốn từ vựng một cách có hệ thống.

Hãy tự chấm điểm, phân tích những câu sai để hiểu rõ điểm yếu của mình, và luyện tập thường xuyên với các đề thi mẫu tương tự. Với sự kiên trì và phương pháp đúng đắn, bạn hoàn toàn có thể đạt được band điểm Reading mục tiêu trong kỳ thi IELTS sắp tới. Chúc bạn ôn tập hiệu quả và thành công!