Big picture?
For Chinese students, culture and prior student experience play a much larger role than standard language lesson plans typically address. In Chinese classrooms, students are accustomed to reading and listening as their primary mode of learning. They agree that teacher speaks and students listen. In that kind of environment their main speaking role is as model. Where called upon, they will deliver a speech for all to hear that the teacher will correct. They don't speak much for themselves and speaking to classmates contains no learning.
That's to say, Chinese students (and teachers) wholeheartedly accept that Chinese social roles will, do and must mediate language use. And why wouldn't they? Going to class shouldn't mean abandoning your culture, right?
Basically, call upon individuals to make speeches, prepare some kind of polarising debate class, or create some new social system within your classroom that grants novel but functional speaking roles that students can be taught to direct by themselves.
Little picture? They need some kind of immediate reward for using communicative language. Some kind of payoff. Personally, I find students are more engaged the more obvious it is to them that they are using their ability successfully. Typically the payoff is not provided by me, the teacher, but by them, the classmates, when it becomes clear to the student they have used a foreign language to make their classmates understand something new.