The traditional format of university lectures can be challenging for international students (Ryan, 2005). In a diverse student population, the provision of information in multiple formats could be important, particularly for students whose first language is not English. This study investigated the ways in which students used supplementary resources as an adjunct to traditional lectures. The study focused on a preliminary year (level 3) Physiology lecture and was completed in accordance with ethical guidelines (BERA, 2011). All students were provided with supplementary resources containing the same information in three formats (an online video, an online textbook chapter and the hard copy of the textbook) given 14 days before the lecture session; viewing the material in advance of the lecture was recommended. Students’ use of the resources was assessed by anonymous questionnaire after the lecture. There was a clear difference in the use of the resources by students whose first language was not English (‘international’ students), compared to those with English as a first language (‘home’ students). International students were more likely to access the resources in advance of the lecture. 74% (17/23) of international students viewed the video, with 52% (12/23) accessing the online textbook and 43% (10/23) also reading the hard copy; 43% (10/23) viewed all three resources. In contrast, only 45% (5/11) of ‘home’ students accessed any of these resources in advance and all but one used a single information source. International students were also more likely to review the entire content. 59% (10/17) watched 75-100% of the video and 88% (14/16) feedback evaluations were positive. In contrast, only 18% (2/11) of the home students accessed the video; these students viewed <50% of the material and gave it the most negative evaluation. Half (6/12) of those international students who accessed the book in either form read at least 75% of the text, but a minority of home students (4/11) read any of the book chapter, with just two individuals reading more than 75%. The results showed that students who were not studying in their first language were more likely to access and engage with support material in preparation for formal teaching sessions. These students perceived direct benefits from these resources, suggesting that they appreciated access to the same information in different formats. International students, in particular, may benefit from having control over the pace of delivery of information. ‘Home’ students appear less likely to prepare for lectures by reviewing the course material in advance and are, therefore, more dependent on the lecture as their primary source of information. These students may not have the same drive to engage with the material in advance because the live presentation is less likely to present a barrier to learning.