This study examined the effects of online access to peer-generated questions during question-generation activities on question-generation performance. This study adopted a quasi-experimental research method. Two eighth grade classes (N=63) were randomly assigned to different groups—the online access experimental group and the no access contrast group, and participated in six weekly question-generation sessions. An online student question-generation learning system was adopted to support the activity. Independent-sample t-tests done on student week-by-week question-generation performance did not reveal significant differences between the two groups in any of the 6 weeks. The implication of the study is provided.