Enhancing student engagement yields a multitude of benefits for students. It not only improves their satisfaction but also increases their motivation, enriches their learning experience, reduces their sense of isolation and ultimately enhances their academic performance. However, Chinese students in transnational education are known for being silent in the classroom. With overwhelming and consistent research findings in the pedagogical literature that participation in class discussion and asking questions are crucial activities that cultivate independent learning skills and develop the ability to apply knowledge, how to get Chinese students to speak up in class has clearly become an issue of concern to educators. Informed by the UK professional standards framework (UKPSF) and underpinned by Brookfield's four lenses model, this action research examined and confirmed the positive effect of using both personal-related and course content-related icebreaker questions at the beginning of the class to increase Chinese students' engagement. It also identified different effects these two types of questions might have on students' engagement and the potential concerns associated.