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The study aims to construct and pilot test a universal design for learning (UDL) guided PLEs platform to enhance learners’ engagement and achievements in the international English language test (IELTS) course. Altogether, 178 sophomores from a comprehensive university in the coastal area of China joined a 16-week IELTS project. Mixed methods were used. To assess the learners’ learning engagement, data involving the weekly discussion forum, weekly participation on the platform, vocabulary exercises, and open questions about the benefits and gains from the forum were collected and analyzed. The result indicated an improved learning engagement in the PLEs-IELTS platform. To evaluate learners’ cognitive achievement, the pre-and post-test of IELTS listening and reading were carried out. The result of the pre-and post-test indicated a significant difference, indicating the improved cognitive performance of the participants. This paper offers insights into the construction of a highly engaged and cognitively effective PLEs platform that is universally accessible and inclusive for all.

Improving Online Learning Engagement and Cognitive Performance: A Pilot Study of UDL-Guided Personal Learning Environments