This paper examines the learning outcomes associated with implementing discussion forums and blog writings using pseudonyms in blended learning. Although anonymity or masking one's identity has been used as a teaching strategy designed to induce higher writing production and lowering anxiety in face-to-face writing instruction, little research has been reported investigating whether this strategy enhances learning outcomes in blended learning. This paper provides a research framework to clarify the position of anonymity in writing instruction. Through this, field-related research questions are identified. The study found that online writing assignments using pseudonyms can be an effective teaching strategy that induces higher online participation, especially among students who are hesitant to participate in a traditional classroom setting. In this anonymous context, students prefer gender-free pseudonyms, assuming no human identities online, in contrast to a previous research that considers pseudonyms as a form of expression of one's preferred identity. (Contains 6 tables and 2 figures.)