Attitudes toward a learning task deals with one's reaction to anything associated with the immediate context in which the language learning takes place. As such, the construct of self-efficacy, which is the belief in one's capabilities to carry out, organize and perform a task successfully, have always been underscored in the academic setting. Using a quasi-experimental, non-probability sampling method that included 30 senior high school students from a public secondary Science school in Central Luzon, the study examines the influence of small group discussion method on the students' English oral communication self-efficacy. Student satisfaction on EFL speaking classes questionnaire developed by Asakereh and Dehghannezhad (2015) was used to determine participants' self-efficacy. Results of the paired-sample t-test on English oral communication self-efficacy showed that the mean score after the small group discussion intervention (X-bar=3.605, SD=0.356) is statistically equal to the mean score before intervention (X-bar=3.463, SD =0.398, t[subscript (29)]= -1.273, p>0.05), indicating that the intervention used did not statistically increase English communication oral self-efficacy.