An online system supporting student-generated feedback (SGF) in the context of student-generated questions (SGQ) was developed. The multi-dimensional scaffolding framework and customizable design for SGF was explained. A preliminary study was conducted to assess the perceived learning potential and difficulty of SGF with SGQ. Fifty-five middle-school aged students participated for seven consecutive weeks, and SGQ with SGF activities were integrated to support Chinese teaching and learning. Data were analyzed by descriptive statistics, chi-squared test of goodness of fit, and constant comparative method. Two major findings were obtained. First, more than 85% of the participants regarded 'SGQ with SGF' as better for promoting their learning of Chinese, by directing them to not only think further and deeper from other's perspectives, but also review course materials or look for content-related materials, altogether leading to better Chinese academic and question-generation performance. Second, more than 80% of the participants perceived SGQ with SGF as more difficult, with its intrinsic task difficulty and time constraint associated with completing the task in class. Suggestions for future research are provided, in light of the current findings and related literature on feedback.