The relevance of the problem under study is determined by the importance of using mobile technologies in teaching Russian as a foreign language (RFL). Information and communication technologies (ICT) are an integral part of the educational process. They make it possible to improve and optimize the educational process, diversify the forms and methods of work, helping to increase students’ interest in the subject being studied. The importance and necessity of introducing ICT into the learning process are noted by international experts in the UNESCO World Report on Communication and Information 1999‒2000 [1]. The article discusses the use of mobile technologies as one of the effective learning tools. Mobile devices are used everywhere today, and therefore they can be successfully introduced into the learning process, helping to increase student motivation and the effectiveness of the educational process. The teacher is faced with the task of carefully selecting and introducing mobile learning technologies into the educational process. The purpose of this article is to classify mobile learning tools, summarize and systematize a variety of mobile tools for use in the process of teaching RFL, and consider the didactic capabilities of mobile technologies as learning tools. The introduction substantiates the relevance of using mobile learning in the educational process and provides characteristics of mobile learning. An overview of mobile resources and a classification of mobile learning tools are presented for the purpose of using them in teaching Russian as a foreign language. The most popular mobile learning tools are considered for use in RFL classes in classroom work and in independent work of students. The didactic possibilities of using modern mobile learning tools are described. Analytical and descriptive research methods and analysis of scientific and methodological literature were taken as the basis. The research materials were scientific works that examined the use of mobile technologies in the process of teaching foreign languages, including RFL, as well as mobile learning tools. The results of the study may be useful for practical application in RFL classes. In conclusion, conclusions are drawn about the advisability of using mobile learning tools in the process of teaching RFL.