This study aims at providing a method of corrective feedback to meet the individual students` linguistic needs and utilize the error as a learning opportunity for whole class. Learners` errors have not been considered as a teaching and learning chance for the class, rather studied as source data to investigate learners` interlanguage or to establish a teaching method for specific forms. However, corrective feedback can offer learners a chance to notice the gap between their language use and target language norm and to exercise their negotiated interaction in class. This study complemented Aljaafreh & Lantolf(1994)`s Regulatory Scale in the light of Kumaravadivelu(2003)`s macrostrategies for language learning and teaching to meet these needs in the class. Peer-feedback was incorporated to maximize the learning opportunities and various types of corrective feedback were suggested for each scale to facilitate further negotiated interaction. (Ewha Womans University)