This qualitative study aims to explore Interactive Oral Assessment (IOA) as the real-time oral interaction in helping students critically respond to AI-generated contents, and to synthesize and reconstruct their written work beyond AI suggestions. The IOA questions, designed using the six-level scale from Bloom’s taxonomy, are considered to enhance academic integrity among EFL learners in their writing classes. Ten second-year English majors at a university in Vietnam participated in this study. Data from student reflections, semi-structured interviews, students’ writing samples, and AI usage history were analyzed. Findings suggest that IOA positively influences students’ responsibility regarding their use of AI-powered tools to aid their writing processes. Rather than solely relying on AI to generate answers related to vocabulary or sentence structures (Level 1- Bloom Taxonomy), participants began to prompt questions that reveal their ability to analyze or evaluate the ideas provided (Level 3 or 4). Additionally, the study confirms the positive impact of IOA in enhancing the originality of student work. The importance of this study lies in its suggestion to develop IOA as a robust assessment framework that leverages AI-powered writing tools while upholding academic integrity—emphasizing students’ responsibility and ownership in the EFL writing classroom.