This study aims to investigate the meaning negotiation process between teachers and students in onJine video conference class. 128 cyber university students participated in the study for 12 weeks. Student survey, recorded video conversation and teachers' weekly comments were analyzed for the study. The research results show that unlike offiine class, the students in video class actively initiated the negotiation of meaning byemploying various negotiation signals. About 64.4% of the negotiation of meaning was initiated by the students. Students used confirmation checks most often, but the types of negotiation signals were varied across the proficiency levels. Teachers used clarification checks more, but utilized their meaning negotiation efforts more as scaffolding to help learners construct their utterances. Teachers also actively utilized text-chat during the video conference to negotiate the meaning and provide the correctional feedback. Both teachers and students used over 1/4 of their conversation for meaning negotiation. In order to elicit more negotiation efforts from the students, teachers need to bring more infonnation gap tasks and diverse topics, and the amount of teacher talk also needs to be controlled. The improvement in students' lead of conversation, turn-taking, andnegotiation efforts over the semester indicate that online video conference class can be an effective tool to promote the students' English speaking fluency.