This study examined how to enhance the quality of students' question generating and to encourage their spontaneous information searches after classroom instruction in university. The teacher assigned One Minute Paper as homework, and students answered three questions; "Q1: What was the most important thing that you learned today?", "Q2: What important question remains unanswered?", and "Q3: What information did you search for after the classroom instruction?". While it was necessary to answer Q1 and Q2 for submission, answering Q3 was not necessary and they could answer it if they wished to do so. The teacher, however, realized that some students were not generating questions actively and the quality of their questions were not adequately improved. After 7 weeks, he changed his intervention and gave feedback on some students' questions to enhance their question quantity and quality. The latent growth curve modelling showed that question quality, spontaneous searching behaviour, and the link between question generation and conducting searches increased after the intervention change. The result also showed that post-intervention change slopes were larger for the feedback group than the class without feedback. The results indicate that besides assigning homework tasks, it is also important to connect learning outside along with inside the classroom to enhance question quality and encourage spontaneous information search.