The focus of this study was to investigate the effects of student-question generation with online prompts on student academic achievement, question-generation performance, learning satisfaction and learning anxiety. This study adopted a quasi-experimental research design. Two classes of eighth grade students (N = 64) from one middle school participated in weekly 45-minute online question-generation learning sessions for 6 consecutive weeks. Data analyzed using ANCOVA indicated statistically significant differences between the two groups in regard to academic performance and question-generation performance with students assigned to the online prompts group performing significantly better than their counterparts assigned to the without prompts group. However, there were no statistically significant differences between the two groups in the areas of learning satisfaction and anxiety. Empirical and pedagogical significance of this study together with its implications for instructional implementation, system development, and future studies are provided.