Does Powerpoint undermine L2 language development?

An interesting question.
Many staff are basing their teaching around powerpoint presentations. When these texts are run through the Vocabprofiler on www.lextutor.ca, they exhibit a massive skewing of lexis towards the technical and AWL end of the spectrum. eg 41% AWL.

The reason is obvious. Because everything is carved back to standalone nominal groups, there is no grammar worth mentioning, no 'function words', no Anglo-saxon much, no textual dimension (taken care of by the visual layout), no cohesion, no metalanguage, etc etc. Just bulleted nominal groups.

Now, the interesting question is: what does this mean for the English language development of, say, Chinese students studying higher education in English?

Will a focus on nominal groups alone encourage the development of the 'grammar of written language' (a la Halliday) ie nominal groups plus verbs of being and causality? That is, could this teaching/learning genre project chinese students straight into Greco-Latin lexis and nominal group-based 'high English', thereby skipping altogether the Anglo-Saxon wording and clausally-based 'low English' of everyday spoken English?

Or, the diametrically opposed view, is such a teaching/learning methodology robbing Chinese students of the opportunity to learn the basic lexis and grammar of English?

We need some research on this, if there is not already some? Does anyone know of anything relevant to this issue? Powerpoint is now absolutely dominant, especially in International education by 'content' lecturers and teachers.