This study employed descriptive and inferential methods to determine, characterize and analyze the oral communication skills in English of Grade 11 HUMSS (Humanities and Social Sciences) students. The students' level of performance along the said skills is measured using two indicators, i.e. "listening skills" and "speaking skills." The students were profiled regarding their socio-demographics and learner-related characteristics to constitute an independent set of variables that were statistically correlated to their performance in oral communication skills. Data were retrieved using researcher-developed instruments that are theory-informed and subjected to content validation by field experts. As to the students' performance in the listening skills test as a component- indicator of oral communication skills, the majority of them registered "good" performance level. As to their performance in the speaking skills test as the other component-indicator of oral communication skills, the majority of them registered within the bracket of "good" performance level. On the statistical computations that determined whether or not the students' socio-demographic variables are significantly different from their levels of performance along the two indicators of oral communication skills, the findings indicate that none of the variables differentiated the students' level of performance along listening skills. Although, "mother's educational attainment" was found to be a differentiating variable in the students' level of performance along speaking skills. On the statistical computations that determined any significance of the relationship between the students' academic and language-learning variables and their level of performance along the two indicators of oral communication skills, "academic performance in English subject" was found to be associated with the level of performance in listening skills. Likewise, "academic performance in English subject" and "exposure to mass media types" were found to be significantly related to speaking skills. Based on the research findings, several recommendations were offered to improve instructional efficiency and strategies that can enhance students' performance in English oral communications skills, which involve the initiative and cooperation among the concerned English language teachers, the School management, the students, their parents and instructional material designers. Recommendations were also addressed to future researchers to continue their scholarly investigation of the phenomenon of oral communication skills and the pursuit to establish conditions related to such qualifications as a basis to improve pedagogy and in formulating intervention strategies.