English language instructors regularly witness how various social, pedagogical and individual elements intersect and influence one another in their classrooms. Every language program is shaped by the characteristics of their local, regional and national contexts. On a similar vein, knowledge and skills are framed under particular linguistic goals and needs. Each learner's abilities need to be acknowledged to maximize their potential and ensure meaningful learning despite their differences. It is under this intersection of elements that this article proposes an approach to converge three main social, pedagogical and individual variables. By taking key principles of the Universal Design Learning approach (UDL), a series of learning tasks were designed. These tasks incorporate social networks as a way to bridge the common gap between lack of authenticity and foreign language learning contexts. UDL addresses the desire to make content accessible to diverse learning styles and abilities by providing students with different ways to engage in learning while social networks provide authentic language use. The tasks in this article include a single-point rubric that suggests conversational feedback to foster learners' metacognitive awareness.