This paper presents 50 questions that promote research/practices to facilitate self-directed learning in Japanese language classes. The questions are divided into the five following categories: (1) general questions and general research methodology issues (e.g., Why is it important to nurture self-directed learning?); (2) learners' readiness for self-directed learning and learners' typology in terms of self-direction (e.g., How can students' failure in self-directed learning be investigated as a case study?); (3) structural or phenomenological investigation of self-direction (e.g.; What is the structure of the current educational system that hinders self-directed learning?); (4) roles of facilitating self-directed learning (e.g., What is the role of the teacher who facilitates self-directed learning?); and (5) ways to develop systems through which it is possible to foster self-directed learning (e.g., What is the rationale for administering a measurement of the level of self-direction at the beginning of a course?). The Japanese version of this paper is included. (Contains 132 references.) (SM)