The aim of this research is to study the readiness of foreign language teachers to use Massive Open Online Courses (MOOCs) in the educational process of higher education institutions. To achieve this goal, a multi-level approach was used, including questionnaire analysis, conducting interviews with teachers, and critical analysis of educational documents. It was found that despite theteachers’ positive attitude and recognition of MOOCs`potential they face a number of difficulties that hinder the use of MOOCs in full, i.e.