This study sought to investigate level of affective factors of the students in terms of written tasks of the SHS strands with regards to motivation, self-confidence and anxiety; the level of affective factors of the students in written language skills tasks in terms of vocabulary, grammar, content, coherency, and quality and the level of Students Oral Language Skills in terms fluency, accent, intonation, diction and delivery and its significant effect. The researcher utilized the adapted questionnaire and the rubric to gauge the Grade 11 SHS students’ oral and written skills of Dr. Maria D. Pastrana National High School. Multiple regression was used as statistical tool. Hence, it was revealed that the level of affective factors in written and oral in terms of anxiety, students was moderately evident while in level of written and oral language skills were both satisfactory. It can be noted that the affective factors and the students’ written and oral language skills have no significant effect in STEM and ABM but not in HUMSS and TVL. Further, the students’ language performance is affected with the intrinsic and extrinsic stimuli that hinder them to achieve mastery; hence, to boost their performance, the teacher may encourage them to participate to overcome their feeling of uneasiness and provide a learning environment to create meaningful and authentic learning.