This paper explores the impact of first language (L1) and second language (L2) subtitles in films. From a new perspective, the paper looks at the role of repetition as a separate entity that influences vocabulary learning despite subtitle types. To maximise vocabulary acquisition, the paper recommends that learners should be exposed to repeated input. The repetition should be comprehensible and to reach a comprehensible input, subtitles could be then considered. Overall, L1 subtitles are preferred for low proficiency learners whilst L2 subtitles could be geared towards high proficiency learners since the aim behind watching movies in the target language is to have a comprehensible input. Nonetheless, different subtitles should be used to facilitate the meaning and not as a final tool of acquiring new vocabulary as this acquisition will take place with repetition. Thus, the current paper could form a starting point in an approach that lays emphasis on repetition in movies watching rather than using a particular type of subtitle.