Language teachers' Classroom Interactional Competence (CIC) has been a popular research area in that language teachers use interaction as a tool to mediate teaching and learning at the same time. Among many moves that language teachers make during the interaction, this study focuses on teacher echoing, which briefly refers to a language teacher's exact verbatim of the self or student utterance. Though language teachers' echoing has sparked interest in studies conducted in face-to-face EFL settings, how it is influenced by online platforms is an under-researched area. With an attempt to fill in this gap, in this study, teacher echoing was observed in an EFL classroom taught at tertiary level via a videoconferencing application. The analysis showed that along with commonly mentioned functions of teacher echoing in the existing literature, which was confirming a correct answer or correcting error, the teacher echo served also several other functions. Among them, the only one that was observed as directly resulting from online teaching environment was teacher repetition that was made to compensate for unintelligible utterances arising from poor internet connection. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 357-371.]