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. In the last decade, distance technologies (including the format of massive open online courses – MOOCs) have occupied an increasingly significant place in the higher education system. The sphere of teaching foreign languages, in particular, Russian as a foreign language (RFL), is no exception. Currently, knowledge of the basics of modern distance educational technologies and the ability to apply them in the educational process is the most important component of the RFL teacher's professiogram. The purpose of this study is to assess the level of readiness of RFL teachers to use existing MOOCs and create their own online courses. Materials and research methods. An analysis of the regulatory framework for professional certification of higher education teachers and an analysis of scientific sources devoted to the content of the ICT competence of an RFL teacher are applied. The survey involved 50 RFL teachers from various universities in St. Petersburg. Research results. It was found that there is a significant gap between the required content of the RFL teacher's professiogram in the field of ICT competence and the level of readiness of RFL teachers to use ready-made MOOCs and create their own online courses. Only 11% of those surveyed used MOOCs in their professional activities, and only 38% themselves studied with the help of such courses. 42% and 52% of respondents are ready to use ready-made MOOCs and create their own courses, respectively. The effectiveness of MOOCs in teaching RFL is rated highly by only 37% of respondents, another 34% rate it as average and 29% as low. Discussion of results and conclusion. The existence of this gap is explained by the fact that the professional training of RFL teachers in the field of ICT competence does not always keep pace with the changes in the field of modern educational technologies. In addition, not all teachers see the expediency of using MOOCs in the process of teaching RFL, since language learning requires communication practice, and MOOCs are more often used to convey the theoretical aspects of a particular discipline. Despite this, many RFL teachers have shown an active desire to use ready-made online courses and create their own, subject to the passage of appropriate training, the availability of information and technical support for specialists in online education, as well as material and legal support from the university administration.

Level assessment of readiness of Russian as a foreign language teachers to use and create own online courses