The relevance of this work stems from the ongoing shift in approaches to foreign language instruction. While previous eras emphasized refining learners' lexical and grammatical competence, the contemporary focus is on acquiring language as a communication tool. Within this context, fostering peer interaction during lessons becomes increasingly vital, as it offers a more effective pathway for developing communicative abilities in the target language. This is particularly crucial for Chinese student cohorts, who frequently encounter genuine speaking difficulties in foreign language learning. These challenges often relate to characteristics of the Chinese education system, which traditionally prioritizes exam success over cultivating effective communication skills. The article's objective is to examine methods of peer interaction in Russian as a Foreign Language (RFL) classes. The primary research methodologies employed are systems analysis and comparative analysis. Key Findings. The work outlines the theoretical foundations and core principles underpinning peer interaction in RFL instruction. These include: a focus on communicative objectives; ensuring task appropriateness and difficulty level; providing clear instructions and task definition; implementing guided autonomy; fostering psychological comfort and accommodating individual differences; incorporating reflection and language support. Furthermore, the article identifies specific peer interaction techniques (pair work, group work, project-based work), analyzes potential challenges (language barriers, dominance by certain students leading to exclusion of others, lack of communication within specific pairs/groups), and proposes solutions. Theoretical Significance. The study's contribution lies in identifying, analyzing, and comparing key RFL peer interaction methodologies, alongside outlining their potential for application within student groups. Practical Significance. The findings can be directly applied in teaching Russian to international student audiences. Additionally, they offer practical utility for further research in foreign language pedagogy, including Russian as a Foreign Language.