This study aimed to analyze how the context of spoken discourse affects the process of meaning construction, specifically focusing on class meeting discourse. Spoken discourse is inherently context-dependent, and the meaning is not fixed but negotiated and constructed by the participants in the discourse. The results of the analysis showed that participants in class meetings actively utilize situational and social contexts to specify the meaning of their utterances. Moreover, it was observed that the meaning construction process in class meetings is a dynamic process of negotiation among participants. Through this study, we can understand the characteristics of spoken discourse and the importance of context in language education. It suggests that language education should focus not only on the structure of language but also on how language is used in specific contexts.