This study examines an original computer-assisted reading model that integrates student-generated questioning (SGQ) with Classroom Response System (CRS) technology to support strategic, collaborative reading in EFL university contexts. While CRS tools are widely used in CALL environments, most applications rely on teacher-generated questions; far less is known about how CRS can effectively support SGQ activities that require deeper learner processing. To address this gap, a 16-week intervention was implemented with 67 first-year EFL learners using a multi-component framework: collaborative identification of main ideas and supporting details, creation of specific and wide questions, and whole-class CRS-mediated peer questioning via ClassPoint. A post-treatment perception survey and semi-structured interviews with nine learners revealed consistently positive evaluations of all components. CRS-mediated peer questioning generated the highest engagement and collaboration, while main-idea identification most strongly supported text comprehension. SGQ prompted deeper processing but was perceived as cognitively demanding, particularly when formulating wide questions. Findings demonstrate the pedagogical value of combining SGQ with CRS technology to enhance comprehension, metacognitive monitoring, and collaborative engagement in CALL-supported reading environments.