Narrative research on the targeted emotional experiences of master's students in the context of thesis supervision is under-explored at the tertiary level. Using a qualitative approach, this study aimed to explore the various emotional experiences of ELT master students in thesis supervision and identify thesis supervision that can positively influence ELT master students' emotions and expectations from socio-emotional practices during the supervision process. In selecting participants, this study used purposive sampling to select the appropriate participants based on the criteria. The narrative data collected were diaries and structured interviews with five ELT master's students during thesis supervision at one of the universities located in Indonesia. This study was framed by two conceptual frameworks Emotional Geography (EG) as a means to reflect on the emotional experiences of master's students during thesis supervision, and Socio- emotional Competence (SEC) to determine the emotional perspectives of master's students' expectations through socio-emotional practices during thesis supervision. The transcripts were analyzed using thematic analysis based on the social constructivism paradigm using participants' experiences as actual data. The findings of this study revealed that master's students attributed their expectations to their supervisors and they described their geography emotions during thesis supervision as experiencing various emotional upheavals between positive and negative emotions physically, morally, professionally, and politically. On the other hand, thesis supervision activities influenced masters' student’s socio- emotional practices in establishing professional relationships with their supervisors. Thus, the complementarity between EG and SEC provides a more nuanced insight into students' understanding of developing social and emotional skills in order to achieve the goals of thesis supervision.
