Student engagement is a critical factor in the success of English language learning, yet many students remain passive and disengaged in classroom activities. One effective approach to addressing this challenge is the strategic use of questioning techniques by teachers. This study examines the types of questioning strategies employed in English learning activities, their impact on student engagement, and the challenges associated with their implementation. Using a qualitative descriptive approach, data were collected through classroom observations, teacher interviews, and focus group discussions (FGDs) with students at MAN 2 Kota Semarang. The findings indicate that teachers primarily use managerial, rhetorical, closed-ended, and open-ended questions to facilitate learning. While different questioning strategies yield varying levels of student engagement, open-ended and creative questions are particularly effective in fostering critical thinking and active participation. However, obstacles such as low student motivation, varying English proficiency levels, and time constraints hinder the optimal use of questioning strategies. This study enhances the understanding of effective questioning techniques in English language learning and offers practical recommendations for teachers to improve student engagement through tailored questioning approaches. The findings highlight the need for questioning strategies that address students' cognitive, emotional, and behavioral engagement, ultimately creating a more interactive and participatory learning environment.