the present study was concerned with exploring the frequency and linguistic focus of corrective feedback types given by novice and experienced female teachers working with young learners and compared it with those of elementary classes for adults. moreover, it aimed at measuring learners’ acknowledgement of teachers’ corrective feedback in the form of uptake in relation to linguistic coverage of corrective focus on form. to this end, oral corrective feedback was tracked in 6 young and 6 adult efl classes involving 48 hours of classroom interactions between experienced and novice iranian teachers and their learners. the results indicated an overwhelming tendency in both groups of teachers to use recasts in an error treatment sequence. this study found a significant difference between novice and experienced teachers’ use of corrective feedback types. two feedback types, that is, recasts, and clarification requests led to a higher frequency of successful uptake moves on the part of the adult learners. with regard to the linguistic coverage of errors, phonological and grammatical errors were more common than lexical ones. the findings also revealed that every teacher owned her particular and unique method in error-correction. despite the fact that novice and experienced teachers ignored a large number of errors especially in young learners’ classes, experienced teachers addressed them in their later instructions more often than their novice counterparts. further results and implications are discussed in the study.