<b>The Daily Daka</b><b> assignment</b><b>s</b><b> </b><b>as an online out-of-class teaching format in language interpreting education</b>

This study addressed this gap by exploring an effective online interpreting format for Chinese BTI undergraduates out of their regular scheduled classes. The Daily Daka assignments have been proposed, in which students are required to complete a certain amount of interpreting practices daily within defined criteria and a designated timeframe through active participation in a virtual community. A quasi-experimental comparison design was used to test their feasibility and effectiveness. Sixty third-year BTI undergraduates from a Chinese university participated in the study. Data were collected through pre-test/post-test interpreting assessments, pre/post-self-assessment questionnaires, and perception questionnaires.