The study aims to tind out the patterns of negotiation of meaning among non-native speakers in CMC environment, particularly in video conference mode. The two Chinese students and two Korean students participated in 12 video conference sessions and accomplished infonnation gap tasks for 6 weeks. The researchers compared the patterns of negotiation of meaning occurred during video conferencing of two group settings: the same ethnic group and the different ethnic group settings. The research results show that in the same ethnic groups, lexical errors and content triggered most meaning negotiations while content and phonological errors in the different ethnic group settings. There is a clear tendency to indicate non-understanding of a lexical trigger through a local indicator in the same ethnic group while global nonunderstanding indicators caused by phonological and content triggers occurred more frequently in the different ethnic groups. At the response stage, in the same ethnic groups, rephrasing and elaboration were the most commonly used strategies to minimize non-understanding whereas in different ethnic groups, about half the responses fa ll in the category of minimal. The effects of video conferencing as a CMC tool and the advantages of non-native interactions as a way to promote cross-cultural understanding were discussed based on research resu lts.

The study aims to find out the demotivating and remotivating factors in the college students’ past English learning experiences and to explore the effective English class for low level students based on the research results. The 125 students participated in a reflective student questionnaire, and the students’ responses are analyzed through descriptive statistics. According to the results, most students’ lowest motivation period was high school years and the highest motivation time was college years followed by elementary years. The major demotivators and remotivators were identified according to four categories: external, internal, learning situation (classroom / outside classroom), and learner. The research findings show that in demotivation process, external factors influenced more than internal factors, and learning situation factors affected more than learner factors. In contrast, in remotivation process, internal factors more affected than external factors and students’ desire to be good at English and their awareness of the usefulness of English mostly affected their remotivation. However, it is revealed that classroom factors are the most important factors in motivating the students among learner, classroom, outside classroom factors. Based on identified demotivating and remotivating factors, the researcher suggested the appropriate English class for lower level college students.