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Incidental vocabulary learning involves unintentional, unconscious learning of a new lexical item while listening to a speech or reading a passage. Corrective feedback can influence language learning of EFL learners in general, and their incidental vocabulary learning in particular. If teachers and practitioners of language teaching know which types of feedback can be more effective, they may be more prone to use them in their classes. The purpose of the present study was to illustrate if age was a determining factor in the effectiveness of giving “repetition” feedback on new lexical items to L2 learners. The participants of the study were thirty students of a language institute in Shiraz, Iran who were provided with a collection of new vocabulary items. As for the instrument of the study, the first two lessons of an IELTS test which contained 20 lessons were involved. Each incorporated 20 multiple choice questions to be done in 20 minutes. A list of vocabulary items were selected from the aforementioned online vocabulary test to be included in a pre-test that participants took. Then half of the most unknown items were identified to be used in the post-test. The teacher was asked to provide repetition type of corrective feedback on students’ errors when teaching those items. The statistical procedures included one-way ANOVA and the relevant data were analyzed using SPSS version 22. The results of the study showed that the background variable of age did not influence incidental lexical learning.