This study was planned to investigate the productivity of meta-discourse via teachers’ feedback on Iranian upper Intermediate EFL learners’ incidental vocabulary learning. For this goal, 100 learners of English at Safir language institute took part in this study. Having being homogenized by a Quick Placement Test (QPT), 40 learners were randomly selected and were allocated into two groups of 30, control and experimental. Then both of them sat for a pre-test, which was a test of vocabulary. Then both groups had treatments which was different in control and experimental group. Finally, at the end of the course both groups got the post test of vocabulary. In result of the study, meta – discourse was more useful and successful. However, this study provides a significant contribution in curriculum innovation and policy with respect to the learners’ incidental vocabulary learning.